Strengths knowledge scale and strengths use scale for children: Development of short version scale using item response theory

Abstract

This study used item response theory to develop and validate short versions of the Strengths Knowledge Scale for Children (SSKS-C) and the Strengths Use Scale for Children (SSUS-C). Participants were 874 fifth- and sixth-grade students across six elementary schools in two studies (N₁=392, N₂=482). Based on item discrimination, difficulty, and test information, we constructed two-item, single-factor versions of the SSKS-C and SSUS-C. Both scales demonstrated high internal consistency and test-retest reliability. We also examined construct validity using multiple psychological measures. The SSKS-C and SSUS-C showed positive correlations with life satisfaction and classroom adjustment and negative correlations with depression and stress. These findings support the reliability and validity of the SSKS-C and SSUS-C for assessing strengths knowledge and strengths use in children.