中学生学习幸福感的测评研究

发布时间：2018-11-19 17:08

【摘要】：对中学生学习幸福感结构模型提出两种理论构想:由3维度组成的二阶模型1(M1)和4维度组成的二阶模型2(M2)。编制87个题项的测量量表对7818名中学生进行初测,经探索性因素分析和验证性因素分析,依据心理测量原理修订成由58个题项构成的2015版中学生学习幸福感量表,用5646个被试数据对两种理论模型进行比较,结果表明M2更为理想。最终确定中学生学习幸福感的结构为由学习兴致与学习效能感构成的愉悦感,由学力优越感、学业乐观和求解欲构成的希望感,由积极关系构成的亲善感以及由喜新感和流畅感构成的沉浸感这8个一阶因子4个二阶维度组成的二阶结构模型。中学生学习幸福感量表具有较高的信度和效度。
[Abstract]:This paper puts forward two theoretical ideas for the learning well-being structure model of middle school students: the second order model 1 (M1), which consists of three dimensions, and the second order model 2 (M2), which is composed of four dimensions. 7818 middle school students were tested with 87 item measurement scales. By exploratory factor analysis and confirmatory factor analysis, the scale was revised to 2015 items, which was composed of 58 items. Two theoretical models were compared with 5646 subjects, and the results showed that M2 was more ideal. Finally, the structure of learning happiness of middle school students is the pleasure of learning interest and learning efficacy, which is composed of academic superiority, academic optimism and solvable desire. The second order structural model is composed of eight first-order factors and four second-order dimensions, which are composed of eight first-order factors and four second-order dimensions, which are composed of a positive relationship and a sense of rapture and a sense of immersion. Middle school students' learning well-being scale has high reliability and validity.
【作者单位】：南京师范大学心理学院暨基础教育协同创新中心;
【基金】：江苏省教育科学“十二五”规划重点资助项目“中学生学习幸福感培养研究”(B-a/2011/02/032) 江苏省第四期“333”高层次人才培养资助项目“如何提升中学生学习幸福感”(BRA2013025)
【分类号】：G442

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