应对方式问卷(COPE)在中小学教师样本中的修订

COPE Dispositional Inventory Scale:Re-visioning for Primary and Secondary Teachers

目的对Carver等人编制的应对方式问卷(COPE)进行修订,考察该量表应用于中国中小学教师群体的适用性。方法以内蒙古530名中小学教师为被试,经探索性因素分析和验证性因素分析,检验修订后的应对方式问卷在中国中小学教师群体中的信度和效度,并确定该问卷测评维度的最佳结构。结果结果支持应对方式问卷的9因子的一阶因子结构斜交模型,修订后的应对方式问卷(CSS)确定为9个因子,累积贡献率为54.342%,问卷内部一致性系数为0.8161,并具有较好的结构效度。结论CSS在中国中小学教师群体具有较好的信度和效度,并证明了应对方式具有多维度性及应对方式彼此相关性的假设。

Objective This study explore whether COPE Dispositional Inventory Scale can be applied and revised for Chinese Primary and secondary teachers＇ sample. Methods Primary and secondary teachers （n=530） completed measures of coping strategies by revised COPE. Results The results by exploratory factor analysis and confirmatory factor analysis supported the nine-factor model of CSS. The Cumulative contribution rate was 54. 342 %, the Internal consistency coefficient （Cronbach＇s Alpha Coefficient） was 0. 8161, and the constructive validity was acceptable. Conclusion The revised COPE has good validity and relia- bility in Chinese Primary and secondary teachers. The study suggest that coping strategies is multi-dimensional and different coping strategies is interrelated each other.