中国临床心理学杂志

小学生课堂学业情绪问卷的编制

作者：朱晓斌张莉渺

分类号：R395.1

出版年,卷(期):页码：2010,18(5):552-555

摘要：

目的:编制小学生课堂学业情绪问卷。方法:以文献为基础,结合访谈和半开放式问卷,在预测问卷基础上编制小学生课堂学业情绪问卷。结果:①探索性因素分析显示,积极高唤醒分问卷包含自豪等四个因素,解释总变异的52.570%;积极低唤醒分问卷包含满足等三个因素,解释总变异的51.747%;消极高唤醒分问卷包含焦躁等四个因素,解释总变异的52.986%;消极低唤醒分问卷包含厌倦等三个因素,解释总变异的52.383%。②总问卷的Cronbachα系数为0.84,四个分问卷的Cronbachα系数介于0.72-0.79。③验证性因素分析表明四个分问卷均具有较高的结构效度。④女生在积极学业情绪上的得分高于男生;男女生在消极课堂学业情绪没有显著差异。结论:小学生课堂学业情绪问卷具有较好的信效度,达到心理测量学的要求。

Objective: To develop a questionnaire on Class-related Academic Emotions Questionnaire for the Primary School Students.Methods: A questionnaire on Class-related Academic Emotions Questionnaire for the Primary School Students was developed based on theoretical analysis,interviews,half-open questionnaire and forecasting questionnaire.Results: ①Exploratory factor analysis indicated that the positive-high arousal subquestionnaire consisted of four factors,such as pride,which explained 52.570% of the total variance;the positive-low arousal subquestionnaire consisted of three factors,such as satisfaction,which explained 51.747% of the total variance;the negative-high arousal subquestionnaire consisted of four factors,such as fuss,which explained 52.986% of the total variance;the negative-low arousal subquestionnaire consisted of three factors,such as boredom,which explained 52.383% of the total variance.②The Cronbach's α coefficient of the whole questionnaire was 0.84,and four subquestionnaires' Cronbach α coefficient was between 0.72-0.79.③The confirmatory factor analysis indicated that each subquestionnaire had a relatively high structural validity.④ The scores of girls in positive academic emotions was significantly higher than those of the boys.Conclusion: The ques-tionnaire on Class-related Academic Emotions Questionnaire for the Primary School Students developed in the present study demonstrates good reliability and validity,which meets the requirements of psychometric.

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参考文献：

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