学习自我调节量表中文版的信、效度初步检验

Reliability and Validity of the Chinese Version of the Academic Self-regulation Questionnaire

目的:引入Ryan等人编制的学习自我调节量表(SRQ-A),并在中小学生群体中对其信效度进行检验。方法:选取上海市4-8年级中小学生525名,通过项目分析、验证性因素分析等方法检验量表的项目鉴别力和结构效度,选用基本心理需求量表(BPNS)、学校态度量表(SAS)和学习成绩为效标,考察量表的效标关联效度;对55名中学生间隔两周重测,评定量表的重测信度。结果:①学习自我调节量表项目鉴别力良好,各题目与所属分量表的相关在0.49-0.79之间;②验证性因素分析结果表明,修订后的学习自我调节量表结构效度较好,χ2/df=3.41,RMSEA=0.07,NFI=0.95,NNFI=0.95,GFI=0.86,CFI=0.96,IFI=0.96,各项目的因子载荷在0.39-0.92之间;③学习自我调节量表总分与基本心理需求满足、学校态度和学习成绩呈显著正相关,相关系数在0.13-0.41之间;④总量表的Cronbachα系数为0.92,各分量表的Cronbachα系数在0.72-0.89之间;⑤总量表的重测信度为0.74,各分量表的重测信度在0.65-0.76之间。结论:修订后的学习自我调节量表在中国文化背景下表现出较好的信效度。

Objective： To evaluate the reliability and validity of the Chinese version of the Academic Self-Regulation Questionnaire（SRQ-A） in primary and junior high school students. Methods： A sample of 525 students from the 4th to 8th grade was administrated with the SRQ-A, Basic Psychological Needs Scale（BPNS） and School Attitude Scale（SAS）. Aca- demic achievement was obtained for all participants from the school records; a sample of 55 junior high school students was retested two weeks later. Results： （1）Item analysis showed that the SRQ-A had satisfactory item discrimination（r〉0.49）; （2） Confirmatory Factor Analysis showed that the whole scale had a four-order factor constructure and good constructure validi- ty（x2/df=3.41, RMSEA=0.07, NFI=0.95, NNFI=0.95, GFI=0.86, CFI=0.96, IFI=0.96）, the range of factor loading was be- tween 0.39 and 0.92; （3）The SRQ-A was significantly and positively correlated with BPNS and SAS, with the correlation co- efficients ranged from 0.13 to 0.41; （4）The Cronbach＇ s alpha coefficients were 0.92 for the total scale, and 0.72 to 0.89 for the four subscales, respectively; （5）The test-retest reliability coefficients were 0.74 for the total scale, and 0.65 to 0.76 for the four subscales, respectively. Conclusion： The Chinese version of the SRQ-A is a reliable and valid instrument.