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All Journal International Journal of Evaluation and Research in Education (IJERE)
Yurayat, Phamornpun
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Education

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The PERMA well-being scale assessment in undergraduate students: confirmatory factor analysis and network analysis Yurayat, Phamornpun; Choomphunuch, Bovornpot; Suk-erb, Wipanee; Lebkhao, Dussadee; Jornkokgoud, Khanitin
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.32369

Abstract

The mental health issues among undergraduate students have become increasingly recognized as a pressing concern, often impacting their overall well-being over time. Despite escalating scholarly attention to students’ well-being, a significant gap persists in theoretical frameworks and measurement instruments with established benchmarks, remarkably those applicable to the Thai context. This study aims to develop and validate a contextually appropriate well-being instrument for Thai university students, grounded in the PERMA model, which examines five dimensions: positive emotion, engagement, relationships, meaning, and accomplishment. A multistage sampling approach was utilized to enlist 1,080 participants for an online questionnaire incorporating the PERMA well-being scale. The data were examined through confirmatory factor analysis (CFA) and network analysis to assess the structural validity and inter-item correlations. Results from the second-order CFA yielded an excellent model fit with a root mean square error of approximation (RMSEA) of 0.013, with all the constructs significant at p<0.001. In addition, network analysis showed the centrality within constructs. The findings revealed that the PERMA model was indicative of Thai university students’ well-being exhibited robust internal consistency, and significant intra-construct correlations. This contextually relevant instrument yielded valuable insightful information for educators and policymakers in Thailand. This could thus help shape strategies to evaluate and improve student well-being.
Co-Authors Choomphunuch, Bovornpot Jornkokgoud, Khanitin Lebkhao, Dussadee Suk-erb, Wipanee