中学生领悟教师情感支持问卷的编制

发布时间：2018-05-13 03:44

本文选题：情感支持 + 中学生　；参考：《中国临床心理学杂志》2017年01期

【摘要】：目的:编制中学生领悟教师情感支持问卷(Middle School Student Perceived Teachers’Emotional Support Questionnaire),并检验其信效度。方法:通过文献检索、访谈、开放性问卷调查形成问卷的初始项目。对450名中学生进行预测并根据结果对问卷进行修订。对1200名中学生进行正式施测,得到有效问卷1028份,随机分为两部分,一部分用于探索性因素分析(n=514),一部分用于验证性因素分析(n=514)。采用学业自我效能感问卷、学习倦怠问卷、个人取向成就动机量表(内部动机)进行效标效度检验。选取63名中学生间隔4周进行重测以检验重测信度。结果:中学生领悟教师情感支持问卷包含18个项目,由关心学生、理解学生、尊重学生、鼓励学生4个维度构成,共解释总变异的68.52%,验证性因素分析显示问卷具有良好的结构效度(χ~2/df=3.36,GFI=0.91,NFI=0.91,CFI=0.93,TLI=0.93,IFI=0.92,RMSEA=0.07)。问卷总分及4个维度得分与学业自我效能感问卷总分正相关(r=0.31~0.42,均P0.01),与个人取向成就动机量表(内部动机)总分正相关(r=0.29~0.36,均P0.01),与学习倦怠问卷总分负相关(r=-0.36~-0.44,均P0.01)。总问卷的Cronbachα系数为0.93,4个维度的Cronbachα系数为0.82~0.86;总问卷的重测信度为0.86,4个维度的重测信度为0.65~0.73。结论:本研究编制的中学生领悟教师情感支持问卷信效度良好,符合心理测量学要求,可用于相关的研究和实践中。
[Abstract]:Objective: to compile a questionnaire (Middle School Student Perceived Teachers' Emotional Support Questionnaire) for middle school students and to test its reliability and validity. Methods: the initial project of the questionnaire was formed through literature retrieval, interview and open questionnaire. 450 middle school students were predicted and revised according to the results. 1200 middle school students were tested with 1028 valid questionnaires, which were randomly divided into two parts, one was used for exploratory factor analysis (n=514) and some were used for confirmatory factor analysis (n=514). The questionnaire of academic self-efficacy, the questionnaire of learning burnout, and the scale of personal orientation achievement motivation (internal motivation) were used to test the validity and validity of the questionnaire. 63 middle school students were retested for 4 weeks to test the retest reliability. Results: 18 items were included in the middle school students' perceived teacher emotional support questionnaire, which were concerned with students, understanding students, respecting students, encouraging students to form 4 dimensions, explaining a total of 68.52% of the total variation. Confirmatory factor analysis showed that the questionnaire had good structural validity (~2/df=3.3 6, GFI=0.91, NFI=0.91, CFI=0.93, TLI=0.93, IFI=0.92, RMSEA=0.07). The total score of questionnaire and 4 dimensions was positively correlated with the total score of academic self-efficacy questionnaire (r=0.31~0.42, P0.01), and positive correlation with the total score of individual oriented achievement motivation scale (r=0.29 ~0.36, P0.01), and negative correlation with the total score of Learning Burnout Questionnaire (r=-0.36~-0.44 .01). The Cronbach alpha coefficient of the total questionnaire is the Cronbach alpha coefficient of the 0.93,4 dimension is 0.82~0.86; the retest reliability of the total questionnaire is 0.65~0.73. conclusion of the 0.86,4 dimension. The reliability and validity of the affective support questionnaire for middle school students in this study is good, which meets the requirements of psychometrics, and can be used in the related research and practice.

【作者单位】：河南大学心理与行为研究所;河南大学哲学与公共管理学院;
【分类号】：G449

【相似文献】