认知好奇量表在中国高中生群体的本土化修订

Revision of the Epistemic Curiosity Scale in Chinese Senior High School Students

目的:修订认知好奇量表(Epistemic Curiosity Scale,ECS)并考察其在我国高中生群体中的适用性,分析认知好奇对高中生学业情绪和学业复原力的影响作用。方法:2269名高中生完成了中文版ECS的测评,其中92名高中生进行了间隔两周的重复测评,366名高中生同时完成了特质好奇量表的测评,782名高中生同时完成了学业复原力量表与学业情绪量表的测评。结果:ECS的兴趣-剥夺二维结构在我国高中生群体中得到验证,分量表的项目构成与原英文量表保持一致,且具有跨性别与跨年级的测量不变性;模型的主要拟合指标为χ^(2)/df=2.68,RMSEA=0.06,GFI=0.97,CFI=0.93,TLI=0.90;ECS总分及其维度得分与特质好奇量表总分之间的相关在0.43到0.53之间;两种类型认知好奇均与积极学业情绪呈显著正相关,与消极学业情绪呈显著负相关;兴趣型认知好奇对学业复原力有显著正向预测作用。结论:中文版ECS的心理测量学指标良好,可作为我国高中生认知好奇的研究工具;提升高中生认知好奇水平可能有助于激发他们的积极学业情绪,增强其学业复原力。

Objective:To assess the applicability of Epistemic Curiosity Scale(ECS)in Chinese high school students,and to analyze the effect of epistemic curiosity on senior high school students’academic emotion and resilience.Methods:A total of 2,269 high school students completed the Chinese-version ECS,and 92 of them underwent repeated tests at two-week intervals.366 students completed the Trait Curiosity Scale,and 782 students completed the Academic Resilience and Academic Emotional Scale.Results:The revised ECS’s factor structure model included two dimensions:deprivation type epistemic curiosity(D-type EC)and interest type epistemic curiosity(I-type EC),and each dimension has same items with the original English ECS.The main goodness of fit indices for the scale were:χ^(2)/df=2.68,RMSEA=0.06,GFI=0.97,CFI=0.93,TLI=0.90.The measurement invariance across different gender and grade were confirmed.Correlation of the scores of ECS’s two dimensions and total score of ECS with the total score of the trait curiosity scale were between 0.43 and 0.53.Both types of epistemic curiosity were positively correlated with positive academic emotion and negatively correlated with negative academic emotion.Interest-based cognitive curiosity had a significant positive predictive effect on academic resil⁃ience.Conclusion:The Chinese version of the ECS is a reliable and valid instrument for assessing the epistemic curiosity in the senior high school students.Improving the epistemic curiosity level of senior high school students may help stimulate their positive academic emotions and enhance their academic resilience.