Factors that Influence Early Childhood Well-Being
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D)
Department
Psychology and Special Education
Date of Award
Spring 5-1-2026
Abstract
This study examined how child, family, and contextual factors are related to early childhood well-being using a developmentally appropriate child self-report measure, the Early Childhood Well-Being Survey (Welsh et al., 2025). The sample included 196 children ages 4 to 6 and their parents (N=196). The total well-being score demonstrated strong internal consistency reliability (α = .883). Multiple linear regression analyses were conducted to examine the unique associations of child age, gender, parental education, family income, ethnicity, neighborhood type, and school type with children’s self-reported well-being. The overall model was significant. Family income, gender, ethnicity, and school type were significant predictors of well-being, whereas child age, parental education, and neighborhood type were not significant in the full model. These findings contribute to understanding young children’s subjective wellbeing and support the use of the Early Childhood Well-Being Survey as a developmentally appropriate self-report measure for children ages 4 to 6.
Advisor
Kendra Saunder
Subject Categories
Education | Educational Psychology
Recommended Citation
Welsh, Halie, "Factors that Influence Early Childhood Well-Being" (2026). Electronic Theses & Dissertations. 1373.
https://lair.etamu.edu/etd/1373
