大学生社会情感能力理论模型与量表编制

Theoretical model and scale development of Chinese college students'social emotional competency

目的:编制适合测量我国大学生社会情感能力的量表。方法:通过文献分析建构大学生社会情感能力理论模型,通过开放式问卷和专家咨询编制量表试测题项,分别对试测和重测回收的本科大学生问卷数据进行统计分析,进而验证理论模型并确定大学生社会情感能力正式量表。结果:探索性因子分析得出大学生社会情感能力量表的4个因子:自我关系能力、他人关系能力、集体关系能力、负责任决策能力,累积解释总变异的74.202%;验证性因子分析表明,大学生社会情感能力四因子结构模型拟合良好(χ^(2)/df=12.216,P<0.001,TLI=0.940,CFI=0.946,RMSEA=0.067),总体量表的克朗巴赫系数α为0.967,间隔半年的重测信度系数为0.443(P<0.01),效标关联效度分析显示大学生社会情感能力与学业浮力呈正相关关系(r=0.596,P<0.01)。结论:大学生社会情感能力是大学生建构与自我、与他人、与集体三重关系的能力,并做出对自己、对他人、对集体负责任决策的能力。据此编制的4个维度26个题项的大学生社会情感能力量表不仅具有良好的内部一致性和重测信度,也具有较好的结构效度和效标关联效度,对评估我国大学生的社会情感能力发展水平有一定的指导意义。

Objective:To develop the scale of social emotional competency for college students Methods:The theoretical model of college students’social emotional competency was designed based on literature reviews.Test items were prepared through the open questionnaire and expert consultation,and then the questionnaire data of undergraduates collected from trial test and retest were analyzed statistically.Furthermore,the theoretical model was verified and the formal scale of college students’social emotional competency was determined.Results:Exploratory factor analysis showed that college students’social emotional competency scale consisted of four dimensions,namely,respectively dealing with relationships with oneself,others and the collective,and making responsible decisions,which accounted for 74.202%variance.As confirmatory factor analysis indicated,the structural validity of college students’social emotional competency was acceptable(χ^(2)/df=12.216,P<0.001,TLI=0.940,CFI=0.946,RMSEA=0.067).Cronbach’sαof this whole scale was 0.967,and retest reliability after half a year was 0.443(P<0.01).According to the criterion-related validity analysis,college students’social emotional competency was positively correlated with their academic buoyancy(r=0.596,P<0.01).Conclusion:College students’social emotional competency is the ability of college students to construct triple relationships with themselves,others and the collective,and to make responsible decisions for themselves,others and the collective.On this framework basis,the social emotional competency scale with 4 dimensions and 26 items was developed and validated with fine internal consistency,test-retest reliability,construct validity and criterion-related validity so that this scale can be of guiding significance for assessing Chinese college students’development of social emotional competency.