教师-学生评定量表中文版的修订

Revision of the Chinese Version of Teacher-child Rating Scale

目的：以中小学生群体为样本,对教师-学生评定量表（T-CRS） 2.1版进行中文版修订.方法：首先翻译T-CRS 2.1,选取211名学生进行预测,根据项目分析和探索性因素分析对项目进行修改,形成正式问卷;随后对另外480名学生施测正式问卷,并以被试在儿童孤独量表（CLS）、Achenbaeh儿童行为量表（CBCL）家长版上的得分以及最近一次期中考试的成绩为效标.结果：①修订后的量表内部一致性系数在0.85～0.94之间,8周后的重测信度在0.75～0.84之间；②修订后的量表具有较好的效标关联效度；③验证性因素分析验证了量表的四因素结构,包括任务取向、行为控制、自表能力和同辈社交能力.结论：教师-学生评定量表中文版（T-CRS-C）具有良好的信效度,可用于我国中小学生学校适应的测量.

Objective： To revise the Teacher-Child Rating Scale （T-CRS） Version 2.1. Methods： Data were firstly col- lected from 211 primary and middle school students in Wuhan. Based on the results of item analysis and exploratory factor analysis for original questionnaire, a formal questionnaire was formed. Then another 480 primary and middle school stu- dents in Wuhan were invited to join the formal survey. Children＇s Loneliness Seale（CLS）, Child Behavior Checklist（CBCL） and the latest midterm exam scores were chosen for criterion validity. Results： ①The Cronbach＇s alpha coefficients of the revised scale were ranged from 0.85 to 0.94, and the test-retest reliabilities were between 0.75 and 0.84.②The revised scale had a good criterion validity. ③The scale included four dimensions： task orientation, behavior control, assertiveness and peer social skills, and this four-factor construct was confirmed by further confirmatory factor analysis. Conclusion： The Chinese Version of Teacher-Child Rating Scale （T-CRS-C） has a good reliability and validity, and it can be used to assess Chinese children＇s school adjustment.