中国临床心理学杂志

《中国中小学生学校适应成套量表》的编制

作者：江光荣应梦婷林秀彬韦辉张汉强

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. 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：2017,25(3):435-444

摘要：

目的：编制适合小学1-2年级、小学3-6年级、初中和高中学生使用的《中国中小学生学校适应成套量表》。方法：①通过文献分析、专家讨论及对中小学生、教师的访谈，确定中小学生学校适应的理论结构和指标体系；②通过现有条目搜集及基于访谈结果的自编条目，分别针对四个学段进行问卷编制，其中小学1-2年级为教师评定问卷，小学3-6年级及以上为学生自评问卷，各学段量表均包含学业适应、社会性适应、个人适应三个分量表；③根据访谈式试测结果、两次预测的项目分析和探索性因素分析结果，分别对四个学段的条目进行删改，形成正式问卷；④以被试在学生生活满意度量表、同伴等级评定表上的得分及最近一次期中考试的成绩为效标检验效标效度。结果：①各学段各分量表的内部一致性系数在0.71~0.95之间，6周后总量表的重测信度在0.73~0.81之间，各分量表在0.62~0.84之间；②量表的结构效度良好，验证性因素分析验证了各学段各分量表的维度结构；③量表具有良好的效标关联效度。结论：中小学生学校适应成套量表是测量我国中小学生学校适应的有效工具。

Objective: To develop the Set of School Adjustment Scales(Set-SAS) for elementary and middle school students in China. Methods: ①Based on literature review, theoretical considerations and focus group interview results, main aspects and indicator system of school adjustment were defined. ②Considering the characteristics of Chinese education system as well as students' developmental level in different grades, four versions of scales were developed to evaluate four groups of students:students in grades 1-2, grades 3-6, grades 7-9, and grades 10-12. For each version, three subscales were included:academic adjustment subscale, social adjustment subscale and individual adjustment subscale. Items were either extracted-modified if necessary-from existing scales targeting the relevant constructs, or compiled according to previous interview results. Notably, for 1st and 2nd grade, the scales were designed for class advisers to evaluate the students. ③After further abridgement and modification basing on the results of interview, item analysis and exploratory factor analysis from two pretests, formal questionnaires were formed. ④Student's Life Satisfaction Scale(SLSS), peers rating and results of the latest midterm exams were chosen for criterion validity. Results: The Cronbach's alpha coefficients of all subscales were ranged from 0.71 to 0.95, and the test-retest reliabilities were between 0.62 and 0.84. The scales had good construct validity, main dimensions of each subscale were confirmed by confirmatory factor analysis. Also the criterion validity was satisfactory. Conclusion: The Chinese Version of Set-SAS were useful tools to measure school adjustment of elementary and middle school students.

基金项目：

国家社科基金重大项目（16ZDA232）资助

作者简介：

参考文献：

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