斯坦福情绪调节量表在我国中学生中的信、效度检验

发布时间：2018-05-30 07:25

本文选题：情绪调节 + 信度　；参考：《中国临床心理学杂志》2015年01期

【摘要】：目的:检验情绪调节量表在中国中学生中的信度和效度。方法:研究首先选取了1167名11-19岁的中国青少年进行测试,在所有样本中抽取130人间隔2周实施重测,同时测查了中文版大五人格量表和积极消极情绪量表。结果:认知重评分量表的内部一致性系数为0.72,表达抑制分量表的内部一致性系数为0.66。两周之后认知重评分量表的重测信度为0.74,表达抑制分量表的重测信度为0.73。探索性因素分析和验证性因素分析结果支持了中文版情绪调节量表的二因素模型。中文版的情绪调节量表的认知重评维度与宜人性、严谨性、外向性以及开放性维度呈显著正相关,与神经质呈显著负相关,与积极情绪体验呈显著正相关,与消极情绪体验呈显著负相关;情绪调节量表的表达抑制维度与宜人性、外向性呈显著负相关,与神经质呈显著正相关,与积极情绪体验呈显著负相关,与消极情绪体验呈显著正相关。结论:情绪调节量表中文版在中学生中具有较好的信、效度。
[Abstract]:Objective: to test the reliability and validity of the emotional adjustment scale in Chinese middle school students. Methods: first of all, 1167 Chinese teenagers aged 11-19 years were tested, and 130 people were retested for 2 weeks in all the samples, and the Chinese version of the large five man scale and the negative emotion scale were measured. The internal consistency coefficient was 0.72, the internal consistency coefficient of the expression inhibition subscale was 0.66. two weeks later, the retest reliability of the cognitive weight scale was 0.74, the retest reliability of the expression suppression subscale was 0.73. exploratory factor analysis and confirmatory factor analysis supported the Chinese version of the emotional adjustment scale model of the Chinese version. The cognitive reassessment dimension of the emotional adjustment scale was significantly positively correlated with agreeableness, rigor, extroversion and open dimension, negatively correlated with neuroticism, positive correlation with positive emotional experience and negative emotional experience. The expression inhibition dimension of emotional regulation scale was significantly negative to extroversion and extroversion. There is a significant positive correlation with neuroticism, a significant negative correlation with positive emotional experience, and a significant positive correlation with negative emotional experience. Conclusion: the Chinese version of the emotional adjustment scale has better reliability and validity in middle school students.
【作者单位】：西北师范大学心理学院行为康复训练研究中心;北京师范大学心理学院应用实验心理北京市重点实验室;北京师范大学情绪调节研究中心;脑与学习协同创新中心;
【基金】：国家自然科学基金青年项目(31300838) 北京市应用实验心理北京市重点实验室开放课题(2013) 甘肃省教育科学“十二五”规划课题重点项目(GS[2013]GHBZ086) 西北师范大学青年教师科研能力提升计划(SKQNYB12009) 尚善基金资助
【分类号】：B842.6

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