学业厌烦量表中文版的信、效度分析

Reliability and Validity of the 10-item Academic Boredom Scale in Chinese Version

目的:对学业厌烦量表(The 10-item academic boredom scale,ABS-10)进行中文修订,并检验其信、效度。方法:先由心理学专家对原量表进行翻译、审校和回译,确定量表ABS-10中文版符合量表原意。采用方便取样选取342名大学生,施测中文版ABS-10。结果:ABS-10中文版保持原有10个条目,验证性因素分析的结果表明,在任务挑战度过低的情境下,一因素模型较理想,拟合指数CFI分别为0.95和0.97,RMSEA为0.061,在任务挑战度过高的情境下,相关二因素模型拟合度较好,拟合指数GFI分别为0.96和0.99,RMSEA为0.067,一般厌烦分量表、以任务为焦点的厌烦的分量表和以自我为焦点的厌烦的分量表的Cronbachα系数分别为0.89、0.82和0.80。大学生学业情绪量表(AEQ)的积极情绪快乐、希望、自豪和ABS-10呈负相关,相关系数在-0.24^-0.41之间,消极情绪生气、焦虑、厌烦、失望、羞愧和ABS-10呈正相关,相关系数在0.23~0.65之间。结论:ABS-10中文版具有良好的信度和效度,可用于大学生学业厌烦的有关研究。

Objective：To develop Chinese-language version of the 10-item academic boredom scale and examine its reliability and validity.Methods：The original scale were translated,reviewed and reversed by the psychological ex-perts to determine the Chinese version of ABS-10 in line with the original intention.A total of 342 college students were selected by convenient sampling,and they completed the Chinese version of ABS-10.Results：The 10-item ac-ademic boredom scale in Chinese version consisted of 10 items.Confirmatory factor analysis results showed that the one-factor model（GFI=0.95,CFI=0.97,RMSEA=0.061）was chosen in situations that students recalled as being under-challenging,for situations that students recalled as being over-challenging,the correlated two-factor mod-el（GFI=0.96,CFI=0.99,RMSEA=0.067）was more fitter.The Cronbach alpha reliability coefficients for general boredom,task-focused boredom,and self-focused boredom were 0.89,0.82,0.80.ABS-10 were positively correla-ted with negative AEQ emotion scales（r =0.23~0.65）and negatively correlated with positive AEQ emotion scales（r=-0.41^-0.24）.Conclusion：The Chinese-language version of the ABS-10 can be used to assess students＆#39;academ-ic boredom.