学习的付出-回馈失衡评价量表的修订

Revision of the Effort-Reward Imbalance for Learning Scale

目的：对学习的付出-回馈失衡评价量表（LERIS）进行修订,并检验其效度和信度。方法：选取陕西省2所初级中学的学生230名,进行LERIS中文版初测（回收有效问卷214份）,通过条目分析及探索性因子分析确定正式量表。选取陕西、山东两省4所初级中学的510名学生正式施测（回收有效问卷474份）,进行验证性因子分析和内部一致性信度检验;同时选取中学生学习压力问卷（SSQMSS）作为效标。1个月后,选取其中260人以检验问卷的重测信度。结果：LERIS中文版包含10个条目,分为付出、回馈以及过度投入3个分量表;验证性因子分析表明量表具有良好的结构效度（RMSEA=0.08,NFI=0.901,CFI=0.910,GFI=0.905,PGFI=0.521）。LERIS的3个分量表得分与SSQM SS总分均呈正相关（r=0.27~0.43,均P﹤0.01）。3个分量表的内部一致性信度在0.86~0.89之间,重测信度在0.63~0.71之间。结论：学习的付出-回馈失衡评价量表有良好的测量学指标,可以作为我国初中学生学业压力的测量工具。

Objective： To revise the Chinese version of the Effort-Reward Imbalance for Learning Scale（ LERIS） and examine its validity and reliability. Methods： Totally 230 middle school students from Shaanxi Province were recruited for the preliminary survey of the LERIS（ 214 valid questionnaires）. The formal LERIS was set through item analysis and exploratory factor analysis. Then,510 middle school students from Shandong and Shaanxi Province were selected to complete the formal LERI for the confirmatory factor analysis and the Internal consistency analysis. The Study Stress Questionnaire for Middle School Students（ SSQMSS） were selected as the criterion measurement which to examine the association between study stress and effort-reward imbalance. Test-retest reliability were examined by 260 participants random selected after one month. Result： The Chinese version of the LERI with 10 items had 3 dimensional structures,which were effort,reward and overcommitment. Confirmatory factor analysis showed that the Chinese version of the LERI had good structure validity（ RMSEA = 0. 0,NFI = 0. 901,CFI= 0. 910,GFI = 0. 905,PGFI = 0. 521）. The Cronbach＇ s α coefficients were 0. 86 to 0. 89 for the three subscales,and the test-retest reliability coefficients were 0. 63- 0. 71 for the three subscales. Conclusion： It suggests that the Chinese version of the Effort-Reward Imbalance for Learning（ LERI） is a reliable and valid assessment and couldbe used as an effective and reliable tool for assessing academic pressure of middle school students in china.