Development and preliminary evaluation of the positive development scale among Chinese undergraduate students

Positive development (PD) highlights that individuals’ strengths and psychosocial resources support healthy adaptation. However, positive development research and measurement have focused mainly on adolescents in China, leaving the developmental strengths of undergraduate students underexplored. The present study developed and evaluated the reliability and validity of the Chinese Positive Development Scale for Undergraduate Students. Two samples of Chinese undergraduate students were recruited: Sample 1 ( N = 979) for item analysis, exploratory factor analysis, reliability and criterion-related validity analyses, and Sample 2 ( N = 2,446) for confirmatory factor analysis. Test–retest reliability was assessed in a subsample of 118 participants drawn from Sample 1. The final Chinese Positive Development Scale for Undergraduate Students (CPDS-US) consisted of 50 items assessing four core dimensions named Character, Competence, Confidence, and Connection. Across the total scale, dimensions, and subdimensions, Cronbach’s α coefficients ranged from 0.78 to 0.96, and test-retest reliability coefficients ranged from 0.64 to 0.85. Criterion-related validity was evidenced by positive associations with subjective well-being and negative associations with depression and anxiety. The correlated four-factor model showed acceptable fit, and the Fornell-Larcker criterion supported discriminant validity among the four dimensions. A higher-order model provided qualified support for an overall positive development score, whereas an item-level bifactor model was not supported. Multi-group analyses indicated measurement invariance across gender. The CPDS-US provides a validated and reliable measure for assessing positive development among Chinese undergraduate students and may inform strength-based mental health promotion in higher education.