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目的对Lundquist的教室环境自我报告心境量表进行修订,使之适用于中国的儿童少年。方法使用翻译后的自我报告的心境量表和BFS量表对北京市538名中小学生进行了施测,剔除无效问卷15份,用SPSS统计方法处理。结果探索性因素分析显示,修订后的量表仍由2个因子构成,分别为任务定向和非注意状态.2个因子解释总方差的56.1%.除了良好的结构效度外,本量表有好的外部效标效果。信度也达到要求(克朗巴赫系数为0.81和0.86;Spearman—Brown分半信度为0.862和0.869)。结论修订后的教室环境自我报告心境量表有较好的信度和效度,达到了心理学统计意义上的标准,可应用于科学研究。
Objective To revise Lundquist’s classroom environment self-report mood scale to make it suitable for Chinese children and adolescents. Methods Fifty-three primary and secondary school students in Beijing were tested using the self-reported self-reported mood scale and BFS scale. Fifteen invalid questionnaires were excluded and processed by SPSS statistical method. The results of exploratory factor analysis showed that the revised scale is still composed of two factors, respectively, task-oriented and non-attention state, two factors explain 56.1% of the total variance in addition to good structural validity, the scale Good external standard effect. The reliability was also achieved (Cronbach’s coefficients were 0.81 and 0.86; Spearman-Brown’s half-confidence was 0.862 and 0.869, respectively). Conclusion The revised classroom environment self-report Mood Scale has a better reliability and validity, reached the statistical standard of psychology, can be applied to scientific research.