中国临床心理学杂志

中学生学业能力倾向测验的初步编制

作者：张月娟¹ 2 龚耀先¹

单位：1. 中南大学湘雅二医院心理中心湖南长沙410011
2. 河北师范大学教育科学学院河北石家庄050091

分类号：G449

出版年,卷(期):页码：2004,12(1):1-5

摘要：

目的：编制一个适用于中学生的学业能力倾向测验。方法：采用理论与工作分析相结合的编制策略而成的中学生学业能力倾向测验包括A、B两个复本，均由三个分量表含七个分测验组成，分别测量语文、数理及图形等能力。研究样本由河北省石家庄市1424名中学生组成，并对其中468人分别进行信效度检验。结果：①各分测验原始分基本随年级升高而增长；②各分测验难度在0.46～0.54。鉴别指数在0.38～0.52；③各分量表及总分的重测相关系数在0.68～0.92，α系数在0.64～0.89，G系数在0.64～0.92；④探索性因素分析表明各分测验对基本能力因子均有中度以上的负荷，抽取的三个因子解释了总方差的72.18%(A式)和73.53%(B式)；⑤测验分数与长-鞍团体智力测验、与教师评价均呈显著正相关。测验分数在不同年级之间存在显著差异。学习成绩的回归分析可见，测验分数与考试成绩显著正相关，语文及数理分量表进入考试总成绩的回归方程。结论：中学生学业能力倾向测验的条目质量及信效度符合心理测量学的基本要求。

Objective:To develop a new instrument,the Academic Aptitude Test for Middle School Student (AATMS),for assessing academic aptitude of middle schoolstudent.Methods:AATMS compose of AATMS-A and its parallel form AATMS-B,both consisted of three sub-scales,namely,language,math,figure there were totally seven sub-tests.A total of 1424 middle school students were tested in the formal study.Results:①The higher grade was,the higher raw score of AATMS was;②The difficulty of sub-tests ranged from 0.46～0.54,while the discrimination of sub-tests ranged from 0.38～0.52;③The test-retest stability coefficients,Cronbach αcoefficients,and G coefficients for sub-scales and the whole test ranged from 0.68～0.92,064～0.89,0.64～0.92,respectively;④Three factors were obtained in exploratory factor analyses,accounting for over 70% of the total variance;⑤ Correlations between AATMS and Changsha-Anshan Intelligence Test in Group,teacher's rating,and exam scores were substantially positive.There were significant differences between grades.Liner stepwise regression analysis showed that language and math sub-scales were important predictors for the total final exam scores.Conclusion:AATMS developed in the present study attains acceptable psychometric properties.

基金项目：

作者简介：

参考文献：

[1] Brown HE.Priciples of educational and psychological testing (3rd ed).New York:Hold,Tinehart,& Winston,1983.
[2] Aroll JB.The aptitude-achievement distinction:The case of foreign language aptitude and proficiency,In Green DR (Eds.),The aptitude-achievement distinction:proceedings of the second CTB/McGraw-Hill conference on issues in Educational Measurement.Monterey,California:CBT/McGraw-Hill,Inc.,1974.
[3] Anastasi A.Psychological testing (6th ed).New York:Macmillan,1990.
[4] Kevin RM,Davidshofer CO.Psychological testing.Prentice-Hall,Inc,1994.
[5] Cronbach LJ.Essentials of psychological testing (5th ed).New York:Harper & Row,Publishers,1990.
[6] Hopkins KD,Stanley JC,Hopkins BR.Educational and psychological measurement and evaluation (7th ed).New Jersey:Englewood Cliffs,1990.
[7] 戴海崎,张锋,陈雪枫.教育心理测量.广州:暨南大学出版社,1999.
[8] James V,Mitchell JR.The ninth mental measurements yearbook.The Buros Institude of Mental Measurements of The University of Nebraska-Lincoln,1985.
[9] 中国测验学会.华文社会的心理测验.台北:心理出版社,1994.
[10] 陈明终,许胜哲,吴清山.我国心理教育测验汇编.高雄:高雄复文书局,1988.
[11] 张月娟,龚耀先.学业能力倾向测验综述.心理发展与教育,2002,18(1):92-95.
[12] 林传鼎,张厚粲,周谦,等.少年儿童学习能力测验的编制.北京师范学院教育科研所,1979.
[13] 龚耀先.长-鞍团体智力测验手册.湖南医科大学,1997.
[14] 莫雷.中小学生语文阅读能力结构的发展特点.心理学报,1992,24(4):346-353.
[15] 罗照盛,张厚粲.中小学生语文阅读理解能力结构及其发展特点研究.心理科学,2001,24(6):654-656.
[16] 陈任泽.数学学习能力的因素分析.心理学报,1997,2:172-176.
[17] Aken LR.Psychological testing and assessment (sixth ed.).Allyn and Bacon,Inc.,1988.
[18] 漆书青,戴海崎,丁树良.现代教育与心理测量学原理.南昌:江西教育出版社,1998.
[19] 林崇德.学习与发展.北京:北京师范大学出版社,1999.

服务与反馈：

【文章下载】【加入收藏】