小学生学业拖延量表的编制

Development of the Academic Procrastination Scale for Primary School Students

目的:编制小学生学业拖延量表。方法:通过文献分析、专家讨论及对小学生、家长和教师的访谈,形成初始问卷;以2143名小学生为被试对问卷进行项目分析和探索性因素分析,以另外2144名小学生为被试对问卷进行验证性因素分析和信效度检验,形成正式量表。结果:小学生学业拖延量表共24个项目,包括五个因子:上学日作业拖延、节假日作业拖延、复习备考拖延、自主学习拖延、学业拖延信念。量表的内部一致性信度和分半信度分别为0.89和0.91。验证性因素分析表明五因子结构模型拟合良好(χ^(2)/df=4.47,RMSEA=0.04,CFI=0.95,TLI=0.94)。以学习成绩为实证效标,量表各因子得分及总分与学习成绩之间的相关均达到0.001显著水平。结论:本研究编制的小学生学业拖延量表信效度指标良好,可作为测量我国小学生学业拖延程度的有效工具。

Objective:To compile and validate the Academic Procrastination Scale for Primary School Students(APSPSS).Methods:Firstly,based on literature analysis,expert discussion and interviews with primary school students and primary school students’parents and teachers,the initial questionnaire was formed.Secondly,2143 primary school student were selected as subjects to carry out item analysis and exploratory factor analysis on the scale.Subsequently,another 2144 primary school student were taken as subjects to conduct confirmatory factor analysis and reliability and validity test to form the formal scale.Results:There were 24 items in the formal scale APS-PSS,including five dimensions:homework procrastination on school day,homework procrastination on holiday,procrastination in preparing for exams,procrastination in autonomous learning and academic procrastination belief.The internal consistency reliability and split-half reliability of the scale were 0.89 and 0.91,respectively.The results of confirmatory factor analysis showed that the five-factor structure model of the scale APS-PSS fitted well(χ^(2)/df=4.47,RMSEA=0.04,CFI=0.95,TLI=0.94).In addition,taking academic performance as the empirical criterion,the correlation between each factor score and the total score of the scale APS-PSS and the academic performance reached a significant level of 0.001.Conclusion:The scale APS-PSS developed in this study has good reliability and validity,which can be used as an effective tool to measure the severity of academic procrastination in Chinese primary school students.