中学生课堂公平问卷的编制及信效度的检验

Development and validation of the classroom justice questionnaire for high school students

为编制适合中国文化背景的中学生课堂公平问卷并检验其信效度,抽取175名中学生进行开放式问卷调查,形成初测问卷,以307名中学生为被试对初测问卷进行项目分析和探索性因子分析,以584名中学生为被试对问卷进行验证性因子分析与信效度检验,形成最终问卷。研究发现,课堂公平问卷包括3个维度:课堂分配公平、课堂程序公平与课堂互动公平,共22个项目。问卷的结构效度、效标效度、内部一致性信度均达到心理测量学要求。因此,本研究编制的问卷信效度良好,可作为中学生课堂公平的有效测量工具。

The purpose of the article is to develop and validate the classroom justice questionnaire for high school students.Specifically,based on the open questionnaire(n=175),the preliminary questionnaire was obtained.Total data from 307 high school students were used to items analysis and exploratory factors analysis.Finally,reliability and validity were tested based on data from 584 students.The findings showed that three factors,such as distributive classroom justice(7 items),procedural classroom justice(8 items)and interactional classroom justice(7 items)were extracted by exploratory factor analysis.The results of construct validity,criterion validity and reliability analysis showed Classroom Justice Questionnaire for High School Students had reached the psychometric standard.In sum,Classroom Justice Questionnaire for High School Students is reliable and valid enough to be applicable to measure high school students’perceptions of justice in the classroom.