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• This study contributes to the conceptualization of student well-being by providing a sound and reliable multidimensional model. • The multidimensional student well-being (MSW) instrument is appropriate for primary and secondary Indigenous and non-Indigenous students. • The MSW structure, measurement, and relation to a range of correlates of well-being were tested at 3 time-points, supporting its validity. • MSW, measuring 6 domains of well-being, represented by 15 first-order factors, is applicable across culture, gender, age, and schooling levels. Enabling children's and youth's well-being is widely valued by families and communities worldwide. However, there is no general agreement about the structure and measurement of well-being in schooling contexts, nor in particular for Indigenous students who comprise some of the most educationally disadvantaged populations in the world. We theorised a multidimensional student well-being model and the Multidimensional Student Well-being (MSW) instrument, grounded on recent research. We investigated its structure, measurement, and relation to correlates of well-being for a matched sample of 1,405 Australian students (Indigenous, N = 764; non-Indigenous, N = 641) at three time-points, 10–12 months apart. Analyses supported an a priori multidimensional model of 6 higher-order domains of well-being, represented by 15 first-order factors. This structure was invariant across Indigenous and non-Indigenous, male and female, and primary and secondary schooling levels. Correlates provided support for convergent and discriminant validity. There was a downward trend in well-being over time, which calls for attention to multidimensional domains of students' well-being to promote healthy development throughout school life and beyond. The results support a multidimensional model of student well-being appropriate for primary and secondary schooling and both Indigenous and non-Indigenous students. [ABSTRACT FROM AUTHOR]

Questions persist about the validity of the two most widely used achievement goal instruments (Patterns of Adaptive Learning Scales, PALS; and the Achievement Goals Questionnaire, AGQ). This study uses structural equation modeling to examine the convergence of results obtained with the AGQ and PALS within the same sample of high school students ( N  = 278). A test of convergent validity supports that the two instruments may similarly operationalize mastery-approach goals, but differentially measure performance goals. Findings underscore the need to further examine performance goal assessment between the AGQ and PALS. [ABSTRACT FROM AUTHOR]