编制高中学生创新心理素质的评定量表

Compiling of innovative psychological quality measurement scale for senior middle school students

目的:编制适合高中学生的创新心理素质评定量表。方法:①用新编制的创新心理素质测验在无锡市的10所高级中学采取分层随机抽样方法抽取了2600多名高中一、二年级学生进行了标准化的测验。根据量表编制原理,编制了包括2个分量表(创新思维测验57题,创新个性测验120题)和11个内容量表(发散思维、横向思维、批判思维等测验各11题;求异思维、可逆思维测验各12题;好奇与兴趣、独立与独创、自觉与果断、自制与毅力、自信与自尊、怀疑与求真等测验各20题)的高中学生创新心理素质评定量表及其初步常模,分数越高,创新个性和创新思维能力越强。②计量资料差异比较采用t检验,对创新心理素质与学习成绩相关性进行相关分析。结果:共获得有效答卷2504份。①新编的创新心理素质评定量表具有较高的信度(重测信度:0.638～0.863,P<0.01N分半信度:0.609～0.932,P<0.01Nα系数:0.753～0.905,P<0.01)和良好的结构效度(高中学生创新心理素质测验的总量表分别与2个分量表、11个内容量表的相关系数为0.601～0.82;创新思维与创新个性的相关系数为0.263;创新思维的5个内容量表之间的相关系数为0.316～0.539;创新个性的6个内容量表之间的相关系数为0.352～0.581;P<0.01)。②不同性别和年级高中学生的创新心理素质总量表不存在显著群体间差异(P>0.05)。女高中生和高二学生的创新思维量表分明显高于男高中生和高一学生(t=7.081,2.779,P<0.01),而创新个性量表分明显低于男高中生和高一学生(t=6.820,6.820,P<0.01)。③创新心理素质与总学习成绩呈明显负相关(r=-0.075,P<0.01)。结论:①创新思维和创新个性是创新心理素质的2个重要成分,创新思维主要表现为发散思维、横向思维、批判思维、求异思维、可逆思维等思维形式,创新个性主要表现为好奇与兴趣、自觉与果断、独立与独创、自制与毅力、自信与自尊、怀疑与求真等个性特征,它们是衡量创新心理素质水平的主要指标。据此而编制的高中学生创新心理素质评定量表具有较高的信度和效度。②创新心理素质的整体发展不存在群体间的显著差异,但创新思维和创新个性的发展存在群体差异。③创新心理素质较高的学生,学习成绩较低;创新个性发展随年级的增高而下降。

AIM：To compile an innovative psychological quality measurement scale for senior middle school students. METHODS： ①A questionnaire of innovative psychological quality was made to test 2 600 senior middle school students of 10 senior middle schools in Wuxi. According to the theory of compiling scale, an innovative psychological quality scale for high school students, which consisted of 2 partial scales （innovative thinking test including 57 items and innovative personality test including 120 items） and 11 content scales （divergent thinking, lateral thinking and critical ihinking with 11 items in each; difference-finding thinking and reversible thinking with 12 items in each; curiosity ＆ interest, independence ＆ originality, self-consciousness ＆ decisiveness, self-control ＆ perseverance, self-confidence ＆ self-respect, doubt ＆ seek-truth with 20 in each） and their primary norm had been compiled. The higher the score, the stronger the individual and thinking ability was. ②Measurement data difference was compared with t test. Correlation analysis was performed in innovative psychological qualify and learning score. RESULTS： A total of 2 504 questionnaires were obtained. ①The new compiled innovative psychological quality measurement scale had high reliability （retest reliability： 0.638-0.863, P 〈 0.01; split-half reliability： 0.609-0.932, P 〈 0.01; α coefficient：0.753-0.905, P 〈 0.01） and good construct validity. The correlation coefficient of the innovative psychological quality scale for high school students, which consisted of 2 partial scales and 11 content scales was 0.601-0.82; The correlation coefficient of innovative thinking and innovative personality was 0.263; The correlation coefficient of 5 content scales of innovative thinking was 0.316-0.539; The correlation coefficient of 6 content scales of innovative personality was 0.352-0.581（P 〈 0.01）. ②There was no significant difference in innovative psychological quality scale for high school students of different sexes and grades （P 〉 0.05）. Score of innovative thinking scale in female senior middle students and students in grade two was markedly higher than that in the male senior middle students and students in grade one （t=7.081, 2.779, P 〈 0.01 ）. Score of innovative personality was lower remarkably than that in the in the male senior middle students and students in grade one （t=6.820,6.820, P 〈 0.01 ）. ③There was a significantly negative correlation between the innovative psychological quality and the school achievement（r=-0.075, P 〈 0.01）. CONCLUSION： ①Innovative thinking and innovative personality are the two important parts of the innovative psychological quality. The innovative thinking mainly expresses divergent thinking, lateral thinking, critical thinking, difference-finding thinking and reversible thinking, and the innovative personality is mainly characterized by curiosity ＆ interest, self-consciousness ＆ decisiveness, independent ＆ originality, self-control ＆ willpower, self-confident ＆ self-respect and doubt ＆ seek-truth, etc. They are the indexes to evaluate the innovative psychological quality. The innovative psychological quality measurement scale for senior middle school students has high reliability and validity, ②There is no significant difference in the whole development of innovative psychological quality in different population, but there is significant difference in the innovative thinking and innovative in different population. ③Students with high innovative psychological quality have low learning score, The innovative personality decreases with the increase of grade.