<![CDATA[School well-being in higher education is an important component that supports university students in achieving academic goals and adapting to the campus environment. However, to date, there are limited instruments available with proven validity and reliability for measuring school well-being in the campus environment for students. This study aims to obtain evidence of the validity and reliability of Campus Well-being Scale based on school well-being model. The research data involved 519 active students in the city of Semarang, recruited through purposive sampling. The respondents consisted of 74.4% (386) female students and 25.6% (133) male students, aged 18–25 and at least in their fourth semester. Confirmatory Factor Analysis (CFA) was conducted to assess the construct validity of the instrument. The second-order CFA model generated 27 items showing acceptable fit and conceptual consistency (CFI = .946, TLI = .942, RMSEA = .079, SRMR = .084). Reliability analysis showed good internal consistency, with McDonald's omega ranging from .694 to .839. These results confirm that the four-factor structure of Campus Well-being Scale: having, loving, being, and health, is both valid and reliable for assessing students’ campus well-being. After completing various stages of the development of the scale, 27 items were found to be a suitable fit. Therefore, the scale was proven to be valid and reliable for use in measuring student well-being in higher education institutions and is able to complement current educational psychology assessment instruments.]]>
