Adaptation of Well-being Literacy Scale to Turkish: Validity and Reliability Study

Abstract

The view that well-being cannot be taught directly to individuals, but rather individuals can be taught to use language to improve their well-being, has led to the concept of "well-being literacy". Recent studies in the field of positive educational practices emphasize the importance of well-being literacy, which is defined as the ability to improve the well-being of oneself and others, in the social field as well as in the field of education. This study aimed to adapt the Well-being Literacy Scale to Turkish and test its validity and reliability in adults. Also, the relationship between well-being literacy, socioeconomic status, perceived general success, and health was investigated. The study group consists of 307 adults, 210 women and 96 men. Personal Information Form, Well-being Literacy Scale, General Well-being Scale Short Form, and Subjective Socio-economic Scale were used as data collection tools. It was found that the Well-being Literacy Scale had good levels of fit index in the confirmatory factor analysis results. Within the scope of criterion validity studies, a positive and moderate relationship was found between the Well-being Literacy Scale and the General Well-being Scale Short Form (r=.413, p=.000). Within the scope of reliability analysis, a .75 test-retest coefficient and a .88 Cronbach Alpha coefficient were determined. The second stage of the study found that the socioeconomic level predicted well-being literacy, though it is very low. Also, it was found that well-being literacy predicted individuals' perceived success at a low level but did not have a significant predictive effect on perceived general health levels. It is suggested that studies to investigate the sources and outputs of well-being literacy, which has started to become an essential focus in positive education practices and social health policies, will contribute to the field. In addition, adapting measurement tools in lower age groups may be necessary to focus on these skills in educational institutions.

Keywords

• Well-being
• Well-being literacy
• Positive educational practices

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