In general, the summary scores available from the PedsQL are psychosocial and physical scores, with psychosocial scores consisting of emotional, social and school dimensions.
Each of these tools contains 24 items to measure the physical well-being, emotional well-being, self-esteem, family, friends and school dimensions.
The results clearly support divergent validity for the school dimension of life satisfaction in relation to stress.
These results do not support divergent validity of the scale towards stress, except for the school dimension.
Finally, the school dimension includes items that describe the importance of school, the school environment, interpersonal relationships in this space, and levels of satisfaction with this environment.
In an analysis by dimension, no significant relationship was found with the school dimension, while negative and very low relationships were found with the self (r = −.119), friendship (r = −.101), and non-violence (r = −.180) dimensions and low for the family (r = −.201) and compared-self (r = −.210) dimensions.
Five items from the school dimension were responsible for 78% of children's and 90% of adult's missing items, and corresponded to children that were not going to school.
Male gender was associated with lowered QoL in the school dimension (F (1, 115) = 8.1, p = 0.005) but this association disappeared when the significant association with teacher's report of attentional problems at 9 years had been controlled for (F (1, 99) = 32.7, p < 0.0005).
Specifically, a Psychosocial Health dimension encompassing emotional functioning, social functioning and school functioning dimensions, and a Physical Health dimension encompassing the physical functioning dimension [ 20] were derived in the higher order scale.
The study concludes that the delinquency propensity of adolescent boys may be affected by all school bonding dimensions, whereas for girls it is their relationship with their teachers that is of significance.
It also surveys the impact of gender and co-morbidity of ODD on school anger dimensions in ADHD children.
