中国临床心理学杂志

教师-学生评定量表中文版的修订

作者：江光荣¹ 应梦婷¹ 唐浪² 张汉强³

单位：1. 青少年网络心理与行为教育部重点实验室华中师范大学心理学院暨湖北省人的发展与心理健康重点实验室武汉 430079
2. 江汉大学机电与建筑工程学院武汉 430056
3. 武汉市教育科学研究院武汉 430030

分类号：R395.1

出版年,卷(期):页码：2013,21(5):754-759

摘要：

目的：以中小学生群体为样本,对教师-学生评定量表(T-CRS)2.1版进行中文版修订。方法 :首先翻译TCRS 2.1,选取211名学生进行预测,根据项目分析和探索性因素分析对项目进行修改,形成正式问卷;随后对另外480名学生施测正式问卷,并以被试在儿童孤独量表(CLS)、Achenbach儿童行为量表(CBCL)家长版上的得分以及最近一次期中考试的成绩为效标。结果：①修订后的量表内部一致性系数在0.85~0.94之间,8周后的重测信度在0.75~0.84之间;②修订后的量表具有较好的效标关联效度;③验证性因素分析验证了量表的四因素结构,包括任务取向、行为控制、自表能力和同辈社交能力。结论：教师-学生评定量表中文版(T-CRS-C)具有良好的信效度,可用于我国中小学生学校适应的测量。

Objective: To revise the Teacher-Child Rating Scale(T-CRS) Version 2.1. Methods: Data were firstly collected from 211 primary and middle school students in Wuhan. Based on the results of item analysis and exploratory factor analysis for original questionnaire, a formal questionnaire was formed. Then another 480 primary and middle school students in Wuhan were invited to join the formal survey. Children's Loneliness Scale(CLS), Child Behavior Checklist(CBCL)and the latest midterm exam scores were chosen for criterion validity. Results: ①The Cronbach's alpha coefficients of the revised scale were ranged from 0.85 to 0.94, and the test-retest reliabilities were between 0.75 and 0.84. ②The revised scale had a good criterion validity. ③The scale included four dimensions: task orientation, behavior control, assertiveness and peer social skills, and this four-factor construct was confirmed by further confirmatory factor analysis. Conclusion:The Chinese Version of Teacher-Child Rating Scale(T-CRS-C) has a good reliability and validity, and it can be used to assess Chinese children's school adjustment.

基金项目：

作者简介：

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