论文部分内容阅读
目的:编制适合中国小学生的建设性思考量表,并检验其信效度。方法:在对有关研究资料的检索和分析基础上,确定量表的理论框架,建立条目库,经专家论证和小样本调查的结果,对条目进行修改,形成测试版本,并对302名小学生进行测试。结果:①项目分析剔除了三道鉴别力较低的题目,剩余与总分之间的积距相关在0.41-0.66之间;②全量表的内部一致性α系数为0.88,五个分量表的内部一致性α系数在0.66-0.75之间,重测信度为0.83;③探索性因素分析共抽取出五个因素,分别命名为消极情绪应对、挫折应对、人际怀疑、二分法思考、迷信思考,涵盖23个条目,可解释53.13%的变异,各条目的负荷范围在0.36至0.75之间,效标关联效度良好。结论:小学生建设性思考量表具有较好的信度和效度,可用于评估中国小学生建设性思考。
Objective: To construct a constructive thinking scale suitable for Chinese primary school students and test its reliability and validity. Methods: Based on the retrieval and analysis of relevant research data, the theoretical framework of the scale was established, the item library was established, the results of expert demonstration and sample survey were modified to modify the entries to form a test version, and 302 primary students test. Results: ①Three items with low discriminative power were excluded from the project analysis, and the correlations between the residuals and the total scores were between 0.41 and 0.66. ② The internal consistency α coefficient of the full scale was 0.88, The coefficient of internal consistency was 0.66-0.75, and the test-retest reliability was 0.83. (3) There were five factors extracted from exploratory factor analysis, named as negative emotion coping, setback coping, interpersonal doubt, dichotomy, superstition Covering 23 items, accounting for 53.13% of the variance. The load range of each item ranged from 0.36 to 0.75, and the validity of the criterion was good. Conclusion: The Pupil Constructive Thinking Scale has good reliability and validity, which can be used to evaluate the constructive thinking of Pupils in China.