青少年心理韧性量表的编制和效度验证

Development and Psychometric Validity of the Resilience Scale for Chinese Adolescents

心理韧性(resilience)是积极心理学的热点课题。虽然国外已有很多测量工具,但在中国群体中的适用性未得到支持。基于心理韧性的过程模型,通过访谈法开发适合我国青少年群体的心理韧性测量工具。通过访谈25名经历过较大负性生活事件而又适应良好的中学生,编制出100个题目,在283名青少年中初测,通过项目鉴别度分析和探索性因素分析,保留了27个题目,包含目标专注、情绪控制、积极认知、家庭支持和人际协助五个因子,α均大于0.7。复测样本包含420名青少年,验证性因素分析支持了量表的结构效度,二阶因素分析发现前3个因子属于个人力,后2个因子属于支持力。以其他心理韧性量表(RS)和中学生生存质量为关联效标,皮尔逊相关分别为0.53和0.49,支持了量表的外部效度。文章最后讨论了我国青少年心理韧性结构的文化意义及量表的应用范围。

Resilience is defined as individuals＇ healthy and constructive adjustment after they have experienced serious, traumatic, or catastrophic events. Research on resilience was stimulated by the development of positive psychology. For research purposes, resilience is usually considered from three perspectives： personality, process, and outcome. These three components are different facets of a virtually consistent construct. Several resilience scales have been developed by Western researchers, such as the Resilience Scale （RS）, Resilience Scale for Adults （RSA）, and Connor - Davidson Resilience Scale （CD-RISC）. However, the validity of these scales was not supported when the scales were tested on Chinese samples （Yu ＆ Zhang, 2007）. Therefore, the aim of the present study is to develop a localized resilience scale specifically for Chinese adolescents. For intervention purposes, in our research, resilience was defined as a coping process, since neither personalities nor outcomes can be easily altered. We interviewed twenty-five middle school students who had undergone major negative life events but were still mentally well-adjusted. The interview was structured and included an investigation into the students＇ efforts in coping with adversity. Using content coding and stepwise coding, the information abstracted from the interviews was formulated mto 100 items. Two hundred and eighty-three teenagers-including 126 males, 146 females and 12 unclear-from both junior and senior high schools completed the 100-item scale After item discrimination analysis, 87 items were retained for exploratory factor analysis with oblique rotation. Items with low or double loadings were deleted. The fmal scale included 27 items, classified into five factors： goal planning, help-seeking, family support, affect control, and positive thinking, which accounted for 52.4% of the total variance; each factor individually accounted for more than 5% of the variance. Cronbach＇s alpha coefficient of separate factor and total scale were all higher than 0.70. The discrimination of each item was greater than 0. 30. The second sample included 420 middle school students, consisting of 191 males, 209 females and 20 unclear. They completed the 27-item resilience scale and 2 relative scales. A confirmatory factor analysis was conducted on this sample. The fit indexes met the psychometric requirements, χ^2 = 787.85, df= 314, RMSEA = 0.07, and CFI = 0. 92, which indicated that the five-factor structure of resilience was stable and achieved goodness of fit. Higher-order confirmatory factor analysis implied that goal planning, affect control, and positive thinking belong to a higher order factor called individual power, while help-seeking and family support belong to another factor called supportive power. The Resilience Scale （RS; Wagnild ＆ Young, 1993） and the Quality of Life Scale for high school students （QLSH; Hu et al., 2002） were used as external criterion. The correlation coefficient with the RS was 0.53 and that with the QLSH was 0. 49. No gender differences were found. The strategy of localization and the scope of application are also discussed in this study.