初中生自卑补偿量表的编制

Development of the Middle School Students’ Inferiority Complex Compensation Questionnaire

越来越多中学生在面对学习时出现不同程度的心理障碍:如喜怒无常、学习吃力、考试焦虑、难以应付挫败等,这些都是导致学生自卑的因素。本研究通过文献检索、专家评定、访谈、开放性量表形成初中生自卑补偿初始量表,前后不同时期对1187名中学生进行施测,其中第一阶段探索性因素分析有效量表461份,第二阶段验证性因素分析量表有效量表643份。结果表明,初中生自卑补偿量表包含2个分量表:自我补偿和他人补偿,且两个分量表均由学业、体能、社交、外貌、自尊5个维度构成;验证性因素分析显示总量表和两个分量表都具有良好的结构效度,且两个分量表的组合信度、各维度相关系数等值都在理想范围值内。量表的信效度良好,符合心理测量学要求,可用于初中生自卑补偿的相关研究和实践。

More and more middle school students have different degrees of psychological obstacles in the face of learning, such as moodiness, learning difficulties, examination anxiety, having difficulty coping with frustration, etc., which are factors leading to students’ inferiority. In this study, the initial questionnaire of inferiority compensation for junior high school students was formed through literature search, expert evaluation, interview and open questionnaire. 1187 middle school students were tested in different periods before and after, including 461 valid question-naires of exploratory factor analysis in the first stage and 643 valid questionnaires of confirmatory factor analysis in the second stage. The results showed that the junior high school students’ inferiority compensation questionnaire consisted of two sub-questionnaires: self-compensation and others’ compensation, and the two sub-questionnaires were composed of academic, physical, social, appearance, self-esteem. Confirmatory factor analysis showed that both the total questionnaire and the two sub-questionnaires had good structural validity, and the combination reliability of the two sub-questionnaires and the correlation coefficients of each factor were within the ideal range. The reliability and validity of the questionnaire are good and meet the requirements of psychometrics. It can be used in the research and practice of inferiority compensation of junior high school students.