發(fā)布時間：2018-12-12 19:39

【摘要】：編制適合我國高中生學習情境的學業(yè)延遲滿足情境問卷,并檢驗其信效度。方法:在自我調(diào)節(jié)學習理論框架下,以Bembenutty編制的大學生學業(yè)延遲滿足問卷為依據(jù),結(jié)合Michel的經(jīng)典實驗范式、期望價值理論初步編制情境問卷中的12道題目。選取5所高中,回收有效問卷1 100份進行數(shù)據(jù)分析。結(jié)果:問卷有12道題目,具有良好的結(jié)構(gòu)效度(x2/df=4.30,GFI=0.99,NFI=0.98,CFI=0.99,IFI=0.99,TLI=0.96,RMSEA=0.06);12道題目與問卷題目總分呈正相關(r=0.43-0.71,均p0.01);高分組(后27%)和低分組(前27%)在每個題目差異得分顯著(均p0.01);問卷的Cronbach’s a系數(shù)為0.82;與效標問卷關聯(lián)效度為r=0.48,顯著正相關,問卷12道題目總分的平均值與效標問卷9道題目總分的平均值進行配對樣本t檢驗p=0.08;時間、期望、價值在學業(yè)延遲滿足選擇上的主效應均顯著,之間的交互作用也均顯著(均p0.05)。結(jié)論:(1)考慮時間、期望、價值三個因素所編制的學業(yè)延遲滿足單維問卷具有良好的信度、效度指標。(2)時間、結(jié)果期望、價值影響學生學業(yè)延遲滿足。表明有必要將時間、期望、價值三個情境納入到學業(yè)延遲滿足問卷中,適合于描述高中生學業(yè)延遲滿足的特點。
[Abstract]:To compile and test the reliability and validity of the study delay satisfaction questionnaire for Chinese senior high school students. Methods: under the framework of self-regulated learning theory, based on the academic delay satisfaction questionnaire compiled by Bembenutty and Michel's classical experimental paradigm, 12 questions in the situational questionnaire were preliminarily compiled by the theory of expected value. Five high schools were selected and 1 100 valid questionnaires were collected for data analysis. Results: there were 12 questions in the questionnaire with good structural validity (x2 / dfU 4.30% GFI 0.99 / CFI 0.99) and TLI 0.96 / RMSEA0.06). There was a positive correlation between 12 subjects and the total scores of questionnaire questions (r = 0.43-0.71, all P 0.01), and a significant difference between the high score group (27%) and the low score group (27%) in each topic (all p0.01). The Cronbach's a coefficient of the questionnaire was 0.82.The correlation validity of the questionnaire was 0.48, which was significantly positive correlation. The average value of the total scores of the 12 questions and the total scores of the 9 questions of the questionnaire were matched with the average of the total scores of the 9 questions of the questionnaire. The main effects of time, expectation and value on the choice of academic delay satisfaction were significant, and the interaction between them was also significant (all p0.05). Conclusion: (1) the single-dimensional questionnaire on academic delay satisfaction, which is based on time, expectation and value, has a good reliability and validity index. (2) time, result expectation and value affect students' academic delay satisfaction. It shows that it is necessary to incorporate time expectation and value into the academic delay satisfaction questionnaire which is suitable for describing the characteristics of high school students' academic delay satisfaction.
【作者單位】： 東北師范大學教育學部心理學院;伊犁師范學院;
【基金】：教育部人文社會科學研究規(guī)劃基金項目(10YJAXLX016)
【分類號】：G442

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