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Psychometric properties of the PERMA Profiler for measuring wellbeing in Australian adults

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posted on 2025-05-09, 00:17 authored by Jillian Ryan, Rachel Curtis, Tim Olds, Sarah Edney, Corneel Vandelanotte, Ronald PlotnikoffRonald Plotnikoff, Carol Maher
Introduction: This study evaluated the psychometric properties of the PERMA Profiler, a 15-item self-report measurement tool designed to measure Seligman’s five pillars of wellbeing: Positive emotions, Relationships, Engagement, Meaning, and Accomplishment. Methods: Australian adults (N = 439) completed the PERMA Profiler and measures of physical and mental health (SF-12), depression, anxiety, stress (DASS 21), subjective physical activity (Active Australia Survey), and objective activity and sleep (GENEActiv accelerometer). Internal consistency was examined using Cronbach’s alpha and associations between theoretically related constructs examined using Pearson’s correlation. Model fit in comparison with theorised models was examined via Confirmatory Factor Analysis. Results: Results indicated acceptable internal consistency for overall PERMA Profiler scores and all subscales (α range = 0.80–0.93) except Engagement (α = 0.66). Moderate associations were found between PERMA Profiler wellbeing scores with subjective constructs (e.g. depression, anxiety, stress; r = -0.374 - -0.645, p = <0.001) but not objective physical activity or sleep. Data failed to meet model fit criteria for neither the theorised five-factor nor an alternative single-factor structure. Conclusions: Findings were mixed, providing strong support for the scale’s internal consistency and moderate support for congervent and divergent validity, albeit not in comparison to objectively captured activity outcomes. We could not replicate the theorised data structure nor an alternative, single factor structure. Results indicate insufficient psychometric properties of the PERMA Profiler.

Funding

NHMRC

1080186

History

Journal title

PLOS One

Volume

14

Issue

12

Article number

E0225932

Publisher

Public Library of Science (PLoS)

Language

  • en, English

College/Research Centre

Faculty of Education and Arts

School

School of Education

Rights statement

© 2019 Ryan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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