Aqua­bis(3,5-dimethyl-1H-pyrazole-κN)(oxalato-κ2 O,O′)copper(II)

In the title compound, [Cu(C2O4)(C5H8N2)2(H2O)], the CuII atom is coordinated in a slightly distorted square-pyramidal geometry by two N atoms belonging to the two 3,5-dimethyl-1H-pyrazole ligands, two O atoms of the oxalate anion providing an O,O′-chelating coordination mode, and an O atom of the water mol­ecule occupying the apical position. The crystal packing shows a well defined layer structure. Intra-layer connections are realised through a system of hydrogen bonds while the nature of the inter-layer inter­actions is completely hydro­phobic, including no hydrogen-bonding inter­actions

Dibromidobis(3,5-dimethyl-1H-pyrazole-κN 2)cobalt(II)

In the mononuclear title complex, [CoBr2(C5H8N2)2], the CoII atom is coordinated by two N atoms from two monodentate 3,5-dimethyl­pyrazole ligands and two Br atoms in a highly distorted tetra­hedral geometry. In the crystal, the complex mol­ecules are linked by inter­molecular N—H⋯Br hydrogen bonds into chains along [101]. An intra­molecular N—H⋯Br hydrogen bond is also present

μ-Oxalato-bis­[(2,2′-bipyridyl)­copper(II)] bis(perchlorate) dimethyl­formamide disolvate monohydrate

The title compound, [Cu2(C2O4)(C10H8N2)4](ClO4)2·2C3H7NO·H2O, contains doubly charged centrosymmetric dinuclear oxalato-bridged copper(II) complex cations, perchlorate anions, and DMF and water solvate mol­ecules. In the complex cation, the oxalate ligand is coordinated in a bis-bidentate bridging mode to the Cu atoms. Each Cu atom has a distorted tetra­gonal-bipyramidal environment, being coordinated by two N atoms of the two chelating bipy ligands and two O atoms of the doubly deprotonated oxalate anion. Pairs of perchlorate anions and water mol­ecules are linked into recta­ngles by O—H⋯O bonds in which the perchlorate O atoms act as acceptors and the water mol­ecules as donors. Methyl groups of the DMF solvent molecule are disordered over two sites with occupancies of 0.453 (7):0.547 (7), and the water molecule is half-occupied

Diaqua­bis­(pyridine-2-carboxyl­ato-κ2 N,O)manganese(II) dimethyl­formamide hemisolvate

There are two crystallographically independent complex mol­ecules with very similar geometries in the unit cell of the title compound, [Mn(C6H4NO2)2(H2O)2]·0.5C3H7NO. The central ion is situated in a distorted octa­hedral environment of two N- and four O-donor atoms from two pyridine-2-carboxyl­ate ligands and two cis-disposed water mol­ecules. The carboxyl­ate ligands are coordinated in a chelate fashion with the formation of two five-membered rings. In the crystal, the complex mol­ecules are connected by O—H⋯O hydrogen bonds between the coordinated water mol­ecules and the uncoordinated carboxyl­ate O atoms, thus forming hydrogen-bonded walls disposed perpendicularly to the bc plane

Children’s perspectives on scale response options of subjective well-being measures: A comparison between numerical and verbal-response formats

It is crucial to establish the validity of existing measures of children’s subjective well-being (SWB) for use within specific contexts. Two important measurement issues that implicate the validly of SWB scales are ‘question framing’ and ‘response options’. Fundamental to the latter is the concept of scale granularity, which refers to the number of response options imposed on a scale. However, the majority of studies on the topic have used adult and not child samples. The overarching aim of the study was to explore how children from three different contexts (Catalonia, Cape Town and North-Western Romania) perceive, understand, and make sense of SWB instruments, using focus group interviews and thematic analysis. A key finding of the study was the similarities in children’s understandings of the response options across these contexts. While this does not represent a claim for a ‘universal understanding’ of measurement scale response formats, it is suggesting that there are similar cognitive processes that children across the contexts apply when making sense of and deciding on which response option to endorse (for both verbal and numerical formats)

Children’s subjective well-being: Multi-group analysis among a sample of children from two socio-economic status groups in the Western Cape, South Africa

Recent advancements in child well-being research have shown an increased importance of subjective well-being in understanding children and adolescents’ quality of life. These advancements have raised questions concerning the extent to which children’s subjective perceptions and experiences of well-being can be compared between countries and across diverse cultures. With a dearth of empirical data on cross-cultural comparisons, the validation of existing measures and cross-cultural comparisons have been identified by a number of researchers as critical in contributing to this process, and ultimately to the international dialogue on children’s overall quality of life. The aim of the current study was to test two measures of subjective well-being (the Students’ Life Satisfaction Scale and the Personal Well-Being Index-School Children) among a sample of children in the Western Cape region of South Africa. Noting the diversity of living experiences between children from different socio-economic status groups in South Africa, the study further aimed to determine the extent to which the measures are comparable across socio-economic status groups. Data from the first wave of the Children’s World Survey were used; and included a sample of 1004 12 year old children randomly selected from 15 schools within the Cape Town Metropole. Located within the goodness of fit theoretical framework, confirmatory factor analysis and structural equation modelling was used to test the overall fit structure; while multi-group factor analysis was used to test measurement invariance across socio-economic status groups. The results show appropriate fit structure for the overall model, with metric and scalar factor invariance tenable across socio-economic status groups. The overall findings suggest that the two measures are appropriate for use with children from low and middle socio-economic status groups in the Western Cape province of South Africa and that the two groups can be compared by correlations, regressions and means.IS

The subjective wellbeing of indigenous Australian adolescents: validating the personal wellbeing index - school children

By almost all measures of objective life quality, Indigenous Australians are disadvantaged relative to the general population. However, no measures of their Subjective Wellbeing (SWB) have been published. This paper presents the first such data, normreferenced to the general Australian population. A total of 519 Indigenous adolescents, aged between 12 and 19 years, were administered the Personal Wellbeing Index-School Children, which measures SWB. This scale is a parallel form of the Personal WellbeingAdult. The PWI-SC exhibited adequate psychometric properties. Moreover, consistent with SWB Homeostasis theory, participants’ mean SWB was within the Australian adult normative range. However, female SWB was lower than males. These results suggest that Indigenous adolescents are resilient