小学生积极心理品质他评问卷编制及信效度评价

Development of positive psychology quality preceptor-evaluation questionnaire for primary school students

目的编制评价小学生积极心理品质问卷,为研究相应人群的积极心理品质提供合适的工具。方法采用心理词汇学方法,通过开放式问卷和访谈收集初始问卷项目。然后选取成都、重庆两地小学生共1 500名为被试,请被试班主任根据问卷项目对其进行他人评估,采用探索性和验证性因素分析、相关分析对问卷进行信效度检验。结果最终问卷共包含27个项目,由关系品质、活力品质、追求品质、约束品质和超越品质5个因素构成,验证性因素分析显示,5因素模型拟合指标χ2/df,GFI,TLI,CFI,NFI,IFI,RMSEA分别为1.765,0.958,0.902,0.912,0.821,0.914,0.039,各维度之间的相关系数在0.216～0.371之间,各维度与总分的相关系数在0.456～0.656之间,表明问卷结构效度良好。问卷各维度与儿童行为问题呈负相关;无行为问题的儿童在各维度上的得分显著高于有行为问题的儿童,表明问卷区分效度良好;问卷的Cronbachα系数为0.712,重测信度为0.825,说明问卷信度良好。结论编制的小学生积极心理品质他评问卷具有良好的信效度,可以作为评估小学生积极心理品质的工具。

Objective To develop an instrument for assessing positive psychology quality in primary school children, and to provide appropiate tools for the related research. Methods Item pool was developed by using open-ended questionnaire and interview. A total of 1 500 primary school students were recruited from Chengdu and Chongqing, and all the class supervisors of those students were invited to evaluate their performance according to the questionnaire items. Exploratory and confirmatory factor analyses as well as correlation analysis were conducted to develop the scale. Results Twenty-seven items were selected from the items pool and made up of the questionnaire. EFA of the questionnaire resulted in construction of five sub factors ： relationship quality, dynamic quality, pursuit quality, restraint quality and transcending quality. Fit indexes forχ2/df, GFI, TL1, CFI, NFI, IFI, RM- SEA were 1. 765, 0. 958, 0. 902, 0. 912, 0. 821, 0.914 and 0. 039. was as follows ： χ2/df = 1. 765, GFI = 0. 958, TLI = 0. 902, CFI=0. 912, NFI = 0. 821, IFI = 0. 914, RMSEA = 0. 039. The correlation coefficients between each dimension ranged from 0.216 to 0. 371 and the correlation coefficients between each dimension and total scale ranged from 0.456 to 0. 656. All of these showed that the questionnaire structure validity was good. And 5 dimensions of the scale were negatively correlated with behavior problems of children, and children without behavior problems scored higher than children with behavior problems, which showed that the questionnaire discrimination validity was good. Cronbach＇s α coefficients of the questionnaire was 0. 712 and re-test reliability coefficients of it was 0. 825, showing that the questionnaire had good reliability. Conclusion The questionnaire had good reliability and validity, and could be effective tools evaluating positive psychological quality of primary school children.