摘要
通过文献分析、开放式问卷调查和个别访谈,笔者编制了《初中生应然学业错误观问卷》与《实然学业错误观问卷》的初卷,并以此对719名初中生施测,经过项目分析、探索性因素分析、验证性因素分析和信效度检验,最终形成各自包括23个题项的《初中生应然学业错误观问卷》和《初中生实然学业错误观问卷》。两问卷均包含错误价值认知、错误情感体验、对错误的归因、错误容忍度、自身观点确信度、外在评价遵从度等六个因素,方差累积贡献率分别为57.322%和56.505%;验证性因素分析表明应然与实然两个模型均拟合得较好;问卷内部一致性系数分别为0.818和0.806;问卷具有良好的信效度,可以作为初中生学业错误观的有效测量工具。
Based on documents searching and analysis, open questionnaire survey and individual interview, the preliminary questionnaires of ideal belief and real belief about studies＇ error were developed. 719 junior middle school students were investigated by using the preliminary questionnaires. The project analysis, exploratory and confirmatory factor analysis, validity and reliability analysis were used to analyze the data. Results showed that the final questionnaires of ideal belief and real belief about studies＇ error both included 23 items with six dimensions, such as cognition of error value, emotional experience of error, attribution of error, tolerance of error, confidence of own perspectives, compliance of external evaluation. The contribution rates of accumulative variance of ideal belief questionnaire and real belief questionnaire were 57.322% and 56.505%, and confirmatory factor analysis showed that the two models were both better fitting. The internal consistency coefficients of ideal belief questionnaire and real belief questionnaire were 0.818 and 0.806. The project quality, reliability and validity of the questionnaires of ideal belief and real belief were good, and they have achieved the requirement of psychology, so the two questionnaires were effective tools to measure the studies＇ error belief for junior middle school students.
出处
《浙江海洋学院学报（人文科学版）》
2013年第5期101-109,共9页
Journal of Zhejiang Ocean University(Humane Science)
基金
教育部人文社会科学研究一般项目"中学生学业错误观及其矫治的理论与实践研究"(编号:10YJAXLX017)
关键词
学业错误观
初中生
应然
实然
belief on studies＇ error
junior middle school student
ideality
reality
