中国临床心理学杂志

中学生领悟教师情感支持问卷的编制

作者：高冬东李晓玉乔红晓

单位：1. 河南大学心理与行为研究所开封 475004 2. 河南大学哲学与公共管理学院开封 475004

分类号：R395.1

出版年,卷(期):页码：2017,25(1):111-115

摘要：

目的：编制中学生领悟教师情感支持问卷（Middle School Student Perceived Teachers'Emotional SupportQuestionnaire），并检验其信效度。方法：通过文献检索、访谈、开放性问卷调查形成问卷的初始项目。对450名中学生进行预测并根据结果对问卷进行修订。对1200名中学生进行正式施测，得到有效问卷1028份，随机分为两部分，一部分用于探索性因素分析（n=514），一部分用于验证性因素分析（n=514）。采用学业自我效能感问卷、学习倦怠问卷、个人取向成就动机量表（内部动机）进行效标效度检验。选取63名中学生间隔4周进行重测以检验重测信度。结果：中学生领悟教师情感支持问卷包含18个项目，由关心学生、理解学生、尊重学生、鼓励学生4个维度构成，共解释总变异的68.52%，验证性因素分析显示问卷具有良好的结构效度（χ²/df=3.36，GFI=0.91，NFI=0.91，CFI=0.93，TLI=0.93，IFI=0.92，RMSEA=0.07）。问卷总分及4个维度得分与学业自我效能感问卷总分正相关（r=0.31~0.42，均P<0.01），与个人取向成就动机量表（内部动机）总分正相关（r=0.29~0.36，均P<0.01），与学习倦怠问卷总分负相关（r=-0.36~-0.44，均P<0.01）。总问卷的Cronbach α系数为0.93，4个维度的Cronbach α系数为0.82~0.86；总问卷的重测信度为0.86，4个维度的重测信度为0.65~0.73。结论：本研究编制的中学生领悟教师情感支持问卷信效度良好，符合心理测量学要求，可用于相关的研究和实践中。

Objective: To develop the Middle School Student Perceived Teachers'Emotional Support Questionnaire (PTESQ) and test its validity and reliability. Methods: Through literatures review, interviews and open questionnaires form initial project. 450 middle school student were predicted and the questionnaire was revised according to the results of the prediction. 1200 middle school students were tested, and 1028 valid questionnaires were obtained, and 514 of which were assessed for exploratory factor analyses and 514 of which were assessed for confirmatory factor analyses. The Academic Self-efficacy Questionnaire (ASEQ), The Learning Burnout Questionnaire (LBQ), The Individual-oriented Achievement Motive Scale (inner motivation) (IOAMS) were used to test its criterion validity. The test-retest reliability was tested in 63 middle school student 4 weeks later. Results: The questionnaire consisted of 18 items, including 4 dimensions:care about students, understanding students, respect students, encourage students, explaining the total variance 68.52%. The results of CFA showed that the questionnaire fitted the data with well construct validity (χ²/df=3.36, GFI=0.91, NFI=0.91, CFI=0.93, TLI=0.93, IFI=0.92, RMSEA=0.07). The PTESQ and its dimensions scores were positively correlated with the ASEQ scores (r=0.31-0.42, Ps<0.01) and IOAMS scores (r=0.29-0.36, Ps<0.01), while negatively correlated with the LBQ scores (r=-0.36-0.44, Ps<0.01). The Cronbach's α coefficient of the total questionnaire was 0.93, and 0.82-0.86 for the 4 dimensions. The test-retest reliability of the total questionnaire was 0.86, and 0.65-0.73 for the 4 dimensions. Conclusion: The Middle School Student Perceived Teachers'Emotional Support Questionnaire has satisfactory validity and reliability, and meets the needs of psychometrics, which can be used in both research and practice.

基金项目：

作者简介：

参考文献：

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