中国心理卫生杂志
中國心理衛生雜誌
중국심리위생잡지
Chinese Mental Health Journal
2015年
11期
848-851
,共4页
楚克群%王志卉%马超超%宋国萍
楚剋群%王誌卉%馬超超%宋國萍
초극군%왕지훼%마초초%송국평
学习的付出-回馈失衡评价量表%过度投入%中学生%效度%信度
學習的付齣-迴饋失衡評價量錶%過度投入%中學生%效度%信度
학습적부출-회궤실형평개량표%과도투입%중학생%효도%신도
Effort-Reward Imbalance for Learning Scale%overcommitment%middle school students%validi-ty%reliability
目的：对学习的付出－回馈失衡评价量表（LERIS ）进行修订，并检验其效度和信度。方法：选取陕西省2所初级中学的学生230名，进行LERIS中文版初测（回收有效问卷214份），通过条目分析及探索性因子分析确定正式量表。选取陕西、山东两省4所初级中学的510名学生正式施测（回收有效问卷474份），进行验证性因子分析和内部一致性信度检验；同时选取中学生学习压力问卷（SSQMSS）作为效标。1个月后，选取其中260人以检验问卷的重测信度。结果：LERIS中文版包含10个条目，分为付出、回馈以及过度投入3个分量表；验证性因子分析表明量表具有良好的结构效度（RMSEA＝0.08， NFI＝0.901，CFI＝0.910，GFI＝0.905，PGFI＝0.521）。LERIS的3个分量表得分与SSQMSS总分均呈正相关（r＝0.27～0.43，均P<0.01）。3个分量表的内部一致性信度在0.86～0.89之间，重测信度在0.63～0.71之间。结论：学习的付出－回馈失衡评价量表有良好的测量学指标，可以作为我国初中学生学业压力的测量工具。
目的：對學習的付齣－迴饋失衡評價量錶（LERIS ）進行脩訂，併檢驗其效度和信度。方法：選取陝西省2所初級中學的學生230名，進行LERIS中文版初測（迴收有效問捲214份），通過條目分析及探索性因子分析確定正式量錶。選取陝西、山東兩省4所初級中學的510名學生正式施測（迴收有效問捲474份），進行驗證性因子分析和內部一緻性信度檢驗；同時選取中學生學習壓力問捲（SSQMSS）作為效標。1箇月後，選取其中260人以檢驗問捲的重測信度。結果：LERIS中文版包含10箇條目，分為付齣、迴饋以及過度投入3箇分量錶；驗證性因子分析錶明量錶具有良好的結構效度（RMSEA＝0.08， NFI＝0.901，CFI＝0.910，GFI＝0.905，PGFI＝0.521）。LERIS的3箇分量錶得分與SSQMSS總分均呈正相關（r＝0.27～0.43，均P<0.01）。3箇分量錶的內部一緻性信度在0.86～0.89之間，重測信度在0.63～0.71之間。結論：學習的付齣－迴饋失衡評價量錶有良好的測量學指標，可以作為我國初中學生學業壓力的測量工具。
목적：대학습적부출－회궤실형평개량표（LERIS ）진행수정，병검험기효도화신도。방법：선취합서성2소초급중학적학생230명，진행LERIS중문판초측（회수유효문권214빈），통과조목분석급탐색성인자분석학정정식량표。선취협서、산동량성4소초급중학적510명학생정식시측（회수유효문권474빈），진행험증성인자분석화내부일치성신도검험；동시선취중학생학습압력문권（SSQMSS）작위효표。1개월후，선취기중260인이검험문권적중측신도。결과：LERIS중문판포함10개조목，분위부출、회궤이급과도투입3개분량표；험증성인자분석표명량표구유량호적결구효도（RMSEA＝0.08， NFI＝0.901，CFI＝0.910，GFI＝0.905，PGFI＝0.521）。LERIS적3개분량표득분여SSQMSS총분균정정상관（r＝0.27～0.43，균P<0.01）。3개분량표적내부일치성신도재0.86～0.89지간，중측신도재0.63～0.71지간。결론：학습적부출－회궤실형평개량표유량호적측량학지표，가이작위아국초중학생학업압력적측량공구。
Objective:To revise the Chinese version of the Effort-Reward Imbalance for Learning Scale (LE-RIS)and examine its validity and reliability. Methods:Totally 230 middle school students from Shaanxi Province were recruited for the preliminary survey of the LERIS (214 valid questionnaires). The formal LERIS was set through item analysis and exploratory factor analysis. Then,5 10 middle school students from Shandong and Shaanxi Province were selected to complete the formal LERI for the confirmatory factor analysis and the Internal consistency analysis. The Study Stress Questionnaire for Middle School Students (SSQMSS )were selected as the criterion measurement which to examine the association between study stress and effort-reward imbalance. Test-retest relia-bility were examined by 260 participants random selected after one month. Result:The Chinese version of the LERI with 10 items had 3 dimensional structures,which were effort,reward and overcommitment. Confirmatory factor a-nalysis showed that the Chinese version of the LERI had good structure validity (RMSEA=0. 0,NFI=0. 901,CFI=0. 910,GFI=0. 905,PGFI=0. 521). The Cronbach's αcoefficients were 0. 86 to 0. 89 for the three subscales, and the test-retest reliability coefficients were 0. 63 -0. 7 1 for the three subscales. Conclusion:It suggests that the Chinese version of the Effort-Reward Imbalance for Learning (LERI)is a reliable and valid assessment and couldbe used as an effective and reliable tool for assessing academic pressure of middle school students in china.
