高中生学业延迟满足的情境问卷编制
发布时间：2018-12-12 19:39
【摘要】：编制适合我国高中生学习情境的学业延迟满足情境问卷,并检验其信效度。方法:在自我调节学习理论框架下,以Bembenutty编制的大学生学业延迟满足问卷为依据,结合Michel的经典实验范式、期望价值理论初步编制情境问卷中的12道题目。选取5所高中,回收有效问卷1 100份进行数据分析。结果:问卷有12道题目,具有良好的结构效度(x2/df=4.30,GFI=0.99,NFI=0.98,CFI=0.99,IFI=0.99,TLI=0.96,RMSEA=0.06);12道题目与问卷题目总分呈正相关(r=0.43-0.71,均p0.01);高分组(后27%)和低分组(前27%)在每个题目差异得分显著(均p0.01);问卷的Cronbach’s a系数为0.82;与效标问卷关联效度为r=0.48,显著正相关,问卷12道题目总分的平均值与效标问卷9道题目总分的平均值进行配对样本t检验p=0.08;时间、期望、价值在学业延迟满足选择上的主效应均显著,之间的交互作用也均显著(均p0.05)。结论:(1)考虑时间、期望、价值三个因素所编制的学业延迟满足单维问卷具有良好的信度、效度指标。(2)时间、结果期望、价值影响学生学业延迟满足。表明有必要将时间、期望、价值三个情境纳入到学业延迟满足问卷中,适合于描述高中生学业延迟满足的特点。
[Abstract]:To compile and test the reliability and validity of the study delay satisfaction questionnaire for Chinese senior high school students. Methods: under the framework of self-regulated learning theory, based on the academic delay satisfaction questionnaire compiled by Bembenutty and Michel's classical experimental paradigm, 12 questions in the situational questionnaire were preliminarily compiled by the theory of expected value. Five high schools were selected and 1 100 valid questionnaires were collected for data analysis. Results: there were 12 questions in the questionnaire with good structural validity (x2 / dfU 4.30% GFI 0.99 / CFI 0.99) and TLI 0.96 / RMSEA0.06). There was a positive correlation between 12 subjects and the total scores of questionnaire questions (r = 0.43-0.71, all P 0.01), and a significant difference between the high score group (27%) and the low score group (27%) in each topic (all p0.01). The Cronbach's a coefficient of the questionnaire was 0.82.The correlation validity of the questionnaire was 0.48, which was significantly positive correlation. The average value of the total scores of the 12 questions and the total scores of the 9 questions of the questionnaire were matched with the average of the total scores of the 9 questions of the questionnaire. The main effects of time, expectation and value on the choice of academic delay satisfaction were significant, and the interaction between them was also significant (all p0.05). Conclusion: (1) the single-dimensional questionnaire on academic delay satisfaction, which is based on time, expectation and value, has a good reliability and validity index. (2) time, result expectation and value affect students' academic delay satisfaction. It shows that it is necessary to incorporate time expectation and value into the academic delay satisfaction questionnaire which is suitable for describing the characteristics of high school students' academic delay satisfaction.
【作者单位】： 东北师范大学教育学部心理学院;伊犁师范学院;
【基金】：教育部人文社会科学研究规划基金项目(10YJAXLX016)
【分类号】：G442
[Abstract]:To compile and test the reliability and validity of the study delay satisfaction questionnaire for Chinese senior high school students. Methods: under the framework of self-regulated learning theory, based on the academic delay satisfaction questionnaire compiled by Bembenutty and Michel's classical experimental paradigm, 12 questions in the situational questionnaire were preliminarily compiled by the theory of expected value. Five high schools were selected and 1 100 valid questionnaires were collected for data analysis. Results: there were 12 questions in the questionnaire with good structural validity (x2 / dfU 4.30% GFI 0.99 / CFI 0.99) and TLI 0.96 / RMSEA0.06). There was a positive correlation between 12 subjects and the total scores of questionnaire questions (r = 0.43-0.71, all P 0.01), and a significant difference between the high score group (27%) and the low score group (27%) in each topic (all p0.01). The Cronbach's a coefficient of the questionnaire was 0.82.The correlation validity of the questionnaire was 0.48, which was significantly positive correlation. The average value of the total scores of the 12 questions and the total scores of the 9 questions of the questionnaire were matched with the average of the total scores of the 9 questions of the questionnaire. The main effects of time, expectation and value on the choice of academic delay satisfaction were significant, and the interaction between them was also significant (all p0.05). Conclusion: (1) the single-dimensional questionnaire on academic delay satisfaction, which is based on time, expectation and value, has a good reliability and validity index. (2) time, result expectation and value affect students' academic delay satisfaction. It shows that it is necessary to incorporate time expectation and value into the academic delay satisfaction questionnaire which is suitable for describing the characteristics of high school students' academic delay satisfaction.
【作者单位】： 东北师范大学教育学部心理学院;伊犁师范学院;
【基金】：教育部人文社会科学研究规划基金项目(10YJAXLX016)
【分类号】：G442
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