Aitken拖延问卷在中学生中的信效度

Reliability and validity of Aitken Procrastination Inventory in middle school students

目的:以中国中学生为被试修订Aitken拖延问卷(Aitken Procrastination Inventory,API),以提供一个用于评价中学生学业拖延行为的工具。方法:采用方便取样,从哈尔滨两所高中和一所初中分两次(相隔4个月)抽取2个样本。样本1(n=260)用于进行项目分析及探索性因素分析;样本2(n=452)用于进行验证性因素分析及考察同质性信度和建构信度。以青少年学业情绪问卷及多维度-多归因因果量表(Multidimensional-Multiattributional Causality Scale,MMCS)为效标,检验效标效度。结果:(1)API共13道题,由任务厌恶与失败恐惧2个维度构成,共同解释率为47.62%,各项目载荷均在0.3以上。(2)结构方程模型各拟合指数良好(χ2/df=1.35,RMR=0.06,GFI=0.95)。整个问卷的内部一致性系数为0.80,2个因素的内部一致性系数分别为0.78和0.66。(3)API总分及2个因素分与外在归因、消极低唤醒得分呈正相关,而与内在归因、积极低唤醒得分呈负相关。结论:Aitken拖延问卷在中学生群体中具有良好的信效度,可以用于中学生学业拖延行为的评估。

Objective：To test the reliability and validity of Aitken Procrastination Inventory in middle school students in China. Methods： Two samples were convenience sampled from two senior high schools and a junior high school in Harbin（4 months apart）. Sample 1 （n =260） was investigated to examine item analysis and exploratory factor analysis （EFA） with the Chinese version of Aitken Procrastination Inventory （API）. Sample 2 （n = 452） was investigated to examine confirmatory factor analysis （CFA） and evaluate internal consistency reliability and construct reliability with the revised Chinese version of API. Sample 2 completed a battery of structured questiormaires as criterion for evaluating the academic procrastination, including Academic Emotion Questionnaire of Teenagers and Multidimensional-Multiattributional Causality Scale （MMCS）. Results： （ 1 ） Exploratory factor a- nalysis of the API yielded two dominant reasons for why students procrastinate which included 13 items loaded above 0. 3 ,with 47. 62% variance explained by the two factors（ Task Aversiveness-TA and Fear of Fallure-FF）. （2） The results of SEM were fit well（ X^2/df = 1.35, RMR = 0.06, GFI = 0. 95 ）. The internal consistency of the whole inventory was 0. 80. And the internal consistency of the TA and FF dimensions were 0. 78 and 0. 66, respectively. （3） The results of correlation showed that the item scores and total scores of API were positively associated with external causality and negative deactivating academic emotions, negatively with internal causality and positive deactivating academic emotions. Conclusion： The Chinese version of API is reliable and valid for middle school students to assess their academic procrastination behavior.