构建青少年学生疏离感量表及其理论验证(英文)

Construction of alienation scale in adolescent students and assessment of its theory

背景:疏离来自于哲学中的异化。疏离感的操作性定义为个体与周围的人、社会、自然以及自己等各种关系网络之间,由于正常的关系发生疏远,甚至被支配、控制,从而使个体产生了社会孤立感、不可控制感、无意义感、压迫拘束感、自我疏离感等消极的情感。目的:从心理学的角度对疏离感进行探讨,构建疏离感的理论并对理论假设进行验证,编制青少年学生疏离感测量量表。设计:横断面调查。单位:西南师范大学全国重点学科“基础心理学研究中心”和西南师范大学全国重点文科研究基地“西南民族教育与心理研究中心”。对象:本调查于2000-03/06进行,采用整群分层随机抽样的方法,选取重庆市和甘肃省兰州市的青少年学生进行集体施测。纳入标准:自愿参加测试的初一到大学四年级的学生。排除标准:所填写问卷中3对测谎题配对总分数相差超过6分及有缺失数据者。共收回有效问卷1502份(包括探索性因素分析所用问卷1066份和验证性因素分析所用问卷436份),学生年龄构成基本覆盖了整个青少年期。每个年级男女生比率基本相同。方法:文献分析法、调查研究法和个别访谈法相结合。具体程序为:先通过文献分析法构建理论假设,再通过访谈和开放式问卷搜集行为变量,同时参照国内外有关量表的项目,拟定出青少年学生疏离感问卷的预测题项。经筛选后形成了由52个项目组成的青少年学生疏离感的初试问卷。在对行为变量进行规范化设计后,形成正式测量量表。最后,对青少年学生被试进行测查分析。主要观察指标:通过访谈和开放式问卷收集的行为显在变量和通过统计处理后形成的心理潜在变量。结果:1502份有效问卷全部进入结果分析。①量表各个项目的因素负荷值均在0.35以上。②各个项目和维度的相关在0.30以上,并且相关性极其显著(P <0.01)。③各项信度指标的系数均在0.39以上,并且信度呈极其显著性(P <0.01)。④疏离感包括3个维度:社会疏离感、人际疏离感和环境疏离感,各维度与相关量表的有关维度存在相关性(P <0.05～0.01)。⑤疏离感包括9个层次:无意义感、自我疏离感、孤独感、自然疏离感、亲人疏离感、生活环境疏离感、压迫拘束感、不可控制感、社会孤立感。符合疏离感理论假设的验证性因素分析指标比较合理,在9个相关的一阶因子分析的基础上,采用主成分分析、方差最大正交旋转法获得的3个不相关因子的二阶因素结构模型的拟合度指标相对最好,分别为:X2/df=4.87;GFI=0.94;AGFI=0.90;RM R =0.05;NFI=0.93;NNFI=0.92;CFI=0.95;IFI=0.95。结论:疏离感量表具有较好的信度和效度,可以作为青少年学生疏离感的测量工具,对学生心理健康发展与心理教育具有潜在的应用价值。

BACKGROUND： Alienation is derived from dissimilation in philosophy. It is practically defined as the subjective state of individuals who develop negative feelings such as social isolation, uncontrollable and meaningless sense, oppression, and self-alienation because they are alien to others, the society, nature and themselves, and even feel controlled. OBJECTIVE： To investigate alienation from psychological perspective, aiming to construct and verify the theoretical hypothesis of alienation, thereby working out alienation scale for adolescent students. DESIGN ： Cross-sectional investigation. SETTING：National Key Research Center of Basic Psychology and Na- tional Key Liheral Arts of Southwest Normal University. PARTICIPANTS： The investigation was carried out from March to June 2000. The method of cohort stratified random sampling was adopted and the questionnaire was administered to adolescent students in Chongqing City and Lanzhou City. Inclusion criteria： volunteer students of grade one in junior high school to grade four in colleges. Exclusion criteria： Those who had incomplete data or had differences of more than 6 points in the total scores for three matched lie-testing questions in the questionnaire. A total of 1502 pieces of questionnaire were collected （including 1 066 questionnaires used for exploratory factor analysis and 436 questionnaires for verifying factor analysis）; the age of the students covered the whole range of adolescence, and the boy-to-girl ratio in each grade was matched. METHODS：We combined literature analysis, investigation research and interview. The details are as follows： First, theoretical hypothesis was put forward based on literature analysis; then related variances were collected through interviews and open questionnaires, which were compared with the items in scales used home and abroad at present so as to work out predicting questions for adolescence alienation questionnaire. Finally, 52 items were screened out and used to construct the preliminary questionnaire. The formal alienation scale was made after standardized designation of behavioral variances, and verified for alienation analysis in adolescent students. MAIN OUTCOME MEASURES： Behavioral apparent variances were collected based on interviews and open questionnaires, and used as psychological potential variances after statistical processing. RESULTS： Data of 1502 pieces of questionnaire were analyzed. ①The correlation coefficient of each item in the scale was over 0.35. ②The correlation coefficient of each item with the dimension was over 0.30, with statistical significance （P 〈 0.01）. ③The reliahility coefficient of each item was over 0.39 with great significance （P 〈 0.01）. ④Alienation was displayed in three dimensions： social alienation, interpersonal alienation and surrounding alienation, which were associated with the corresponding dimensions of related scales （P 〈 0.05-0.01）. ⑤Alienation could be divided into 9 levels： sense of meaninglessness, sense of self alienation, isolation, nature alienation, parent alienation, environmental alienation, sense of uncontrellability and social alienation. Parameters that accorded with the theoretical hypothesis and used for verifying analysis were proved rational. Based on the analysis of the 9 first-rank factors, second-rank structural model of 3 unrelated factors were obtained using main component analysis the.maximum variance cress rotation with the optimal coefficients of simulated parameters of： X^2/df=4.87;GFI=0.94;A GFI=0.90;RMR=0.05;NFI=0.93;NNFI=0.92;CFI=0.95,IFI=0.95. CONCLUSION： Alienation scale has been proved to be reliable and valid. It Can be used to assess alienation in adolescent students and has potential value of application in healthy psychological development and psychological education.