Abstract
Background. The present study was conducted with the aim of investigating the psychometric properties of the virtuous well-being questionnaire in students. The present research method was descriptive.
Methods. The statistical population of this research was the students of Shahid Madani University of Azerbaijan, based on common methods in factor analysis research, 250 people were selected as a sample using stratified random sampling. Waterman et al.'s (2010) virtuous well-being questionnaire was used to collect data. Form, content and construct validity were used to check the validity of the questionnaire. Data were analyzed using descriptive statistics and inferential statistics methods (Cronbach's alpha coefficient, confirmatory factor analysis) under spss22 and Amos software.
Results. The findings of the research showed that the Cronbach's alpha coefficient of the entire questionnaire is equal to 0.92, which indicates the appropriateness of the internal consistency of the instrument. Also, the value of equivalence reliability coefficient was calculated as 0.62, which is significant (p ≥ 0.001). Also, the formal and content validity of the questionnaire was confirmed by experts and professors in the fields of educational sciences and psychology. Another finding of the research showed that the developed model of the virtue-oriented well-being questionnaire after modification has a very good fit. Finally, the findings showed that 48 people, equal to 19.20% of the people participating in the research, have a virtue-oriented well-being, and 160 people, equal to 64% of the people, are scattered around the average and have a virtue-oriented well-being. Also, 42 people, equivalent to 16.80% of students, have a high virtuous well-being.
Conclusion. Given the acceptable validity and reliability of the Virtuous Well‑Being Questionnaire, this instrument can be considered a reliable tool for assessing virtuous well‑being in university settings. The findings enable the identification of students with low levels of virtuous well‑being and provide a basis for designing educational–counseling interventions and mental health promotion programs in universities.