中学生心理复原力自评量表的再评价

Reevaluation of the scale of psychological resilience for middle and primary school students

目的评价中学生心理复原力自评量表在安徽省合肥市长丰县小学四至六年级及初一至初三的在校学生中应用的可行性,为今后开展长丰县中小学生及留守儿童心理健康研究工作提供依据。方法采用整群抽样的方法抽取合肥市长丰县的3所初中和5所小学,对所抽取的全部初中生以及四、五、六年级的小学生共2655名学生进行心理复原力评定及量表的信度、效度分析。心理复原力自评量表包括6个维度,即问题解决、合作与交流、自我效能、目标与渴望、自我意识以及共情。结果心理复原力量表总分的Cronbach’sα系数为0.944,小学四到六年级及初一至初三量表得分的Cronbach’sα系数为0.932～0.947,各因子Cronbach’sα系数为0.772～0.883;量表总分的分半信度为0.874,小学四到六年级及初一至初三量表得分的分半信度为0.848～0.892;量表总分的重测信度为0.894,各因子重测信度为0.753～0.839,所有相关系数均达统计学显著性水平。采用方差最大正交旋转法因子分析产生的6个因子共解释64.532%的总方差;各项目与量表总分间的相关系数为0.434～0.717,与所属因子间的相关系数为0.683～0.876,量表总分与六个因子间的相关系数为0.692～0.846,六个因子间的相关系数为0.401～0.689,所有相关系数均达统计学显著性水平。心理复原力量表总分与抑郁相关系数为-0.493、与焦虑相关系数为-0.290,在0.01水平(双侧)上均显著相关。结论中学生心理复原力自评量表在合肥长丰县小学四到六年级及初一至初三在校学生的应用中具有较好的信度及效度,可作为该人群及其中的留守儿童一个较好的心理复原力评估工具。

Objective To evaluate the feasibility of applying the self-rating scale of psychological resilience for middle school students among students of grade four to six in primary school and grade one to three in middle school in Changfeng county, Anhui province. To provide evidence for future study on mental health of middle and primaryschool students and left-behind children in Changfeng county. Methods The cluster sampling method were used to select three middle schools and five primary schools from Changfeng County in Hefei City. The psychological resilience among 2655 students of grade four to six were evaluated. The reliability and validity were analyzed. The self-rating scale of psychological resilience measures six dimensions included problem solving, cooperation and communication, self-efficacy, goals and aspirations, self-awareness, and empathy. Results The coefficient of Cronbach＇s a of the total scale scores was 0. 944, that of grade four to six in primary school and grade one to three in middle school were from 0. 932 to 0. 947, and that of six factors were from 0. 772 to 0. 883. The correlation coefficient of split-half of the total scores was 0. 874, and that of grade four to six in primary school and grade one to three in middle school were from 0. 848 to 0. 892. The test-retest reliability of the total scores was 0. 894, and that of six factors were from 0. 753 to 0. 839, all correlations were significant statistically. Varimax rotation factor analysis was adopted and got six factors. Their accumulative contribution to total variance was 64. 532%. The correlation coefficients between each item and the total scores were from 0. 434 to 0. 717, between each item and corresponding factors scores were from 0. 683 to 0. 876, between the total scores and six factors scores were from 0. 692 to 0. 846, among six factors scores were from 0. 401 to 0. 689, all correlations were significant statistically. The correlation coefficient between the total scores of the scale and depression was -0. 493, and anxiety was -0. 290, all correlations were significant statistically at the level of 0.01 with both side. Conclusion The reliability and validity of the self-rating scale of psychological resilience for middle school students are well among students of grade four to six in primary school and grade one to three in middle school and it can be used to evaluate the psychological resilience level of these people including left-behind children.