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<p>What are you feeling <i>right now?</i> Were you aware of where your mind was a moment ago<i>?</i> Questions like these provide simple, face valid measures of momentary experience. Ultra-brief measures using the experience sampling method (ESM), consisting of a few items that can be completed in about a minute, may also be highly scalable and increase engagement in applied contexts. We developed single-item measures of teen wellbeing using ESM in four domains: awareness, connection, insight, and purpose. Then, we evaluated item relevance and clarity through user testing with 12 teens aged 14–18&#xa0;years old and made revisions based on their feedback. Finally, we tested the new items in the context of ESM with 156 teens aged 13–18&#xa0;years old, over a period of 8&#xa0;days with ESM questions sent via text message three times each day outside school hours. We found one or more items for each domain with acceptable validity, response variability, and a normal response distribution. We assessed convergent, divergent, and predictive validity, and found significant relationships for comparison measures of each type. Future research should further investigate using these measures in the context of interventions that include training in these skills-based domains.</p>

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Development and validation of single-item experience sampling measures of wellbeing in teens

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月21日

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  • T. R. A. Kral,
  • C. D. Wilson-Mendenhall,
  • R. Jacobucci,
  • R. J. Davidson,
  • R. Tatar

摘要

What are you feeling right now? Were you aware of where your mind was a moment ago? Questions like these provide simple, face valid measures of momentary experience. Ultra-brief measures using the experience sampling method (ESM), consisting of a few items that can be completed in about a minute, may also be highly scalable and increase engagement in applied contexts. We developed single-item measures of teen wellbeing using ESM in four domains: awareness, connection, insight, and purpose. Then, we evaluated item relevance and clarity through user testing with 12 teens aged 14–18 years old and made revisions based on their feedback. Finally, we tested the new items in the context of ESM with 156 teens aged 13–18 years old, over a period of 8 days with ESM questions sent via text message three times each day outside school hours. We found one or more items for each domain with acceptable validity, response variability, and a normal response distribution. We assessed convergent, divergent, and predictive validity, and found significant relationships for comparison measures of each type. Future research should further investigate using these measures in the context of interventions that include training in these skills-based domains.