摘要
目的探讨高校教师刻板印象的结构及其基本特征。方法通过开放式问卷调查,搜集得到有关高校教师的特征词汇156个,结合文献和有关研究,初步拟制了包括65个特征形容词的《高校教师印象词语调查表》,经过预试和初测的信、效度分析,形成具有较好心理测量特性的《高校教师刻板印象问卷》,用于正式研究,再次对520名大学生进行测试。结果探索性因素分析得出高校教师刻板印象的3个维度:工作态度、学识素养和交际风格;结构方程模型分析,三因子模型χ2/df=1.99,近似误差均分根(RMSEA)=0.05,非范拟分指数(NNFI)=0.99,比较拟合指数(CFI)=0.99,拟合优度指数(GFI)=0.95,标准化残差均方根(SRMR)=0.03;重测信度值三因素值为0.94,0.95,0.97;不同性别、家庭住地的大学生在高校教师刻板印象各个维度上的差异均无统计学意义(p>0.05),但不同年级大学生在工作态度(χ2=26.39,P<0.01)、交际风格(χ2=14.56,P<0.01)和总分(χ2=20.43,P<0.01)上差异具有统计学意义。结论高校教师刻板印象问卷是测评大学生对高校教师刻板印象的有效工具,年级变量是影响高校教师刻板印象的重要因素。
Objective To probe into the structure and basic characters of stereotyped impression of university teachers. Method An open questionnaire survey was conducted and 156 words expressing characteristics of u- niversity teachers were collected. Through literature and relevant research, an initial Questionnaire Form of Words Expressing Impression of University Teachers including 65 words narrating features of university teach- ers was prepared, which had been developed into the Questionnaire for Stereotyped Impression of University Teacher featured with good psychometric properties after preliminary test and reliability and validity analysis of the preliminary test. This questionnaire was used for formal research, and a test was conducted for 520 univer- sity students. Results Three dimensions in stereotyped impression of university teachers obtained by means of exploratory factor analysis were as follows： work attitude, knowledge accomplishment and communication style; in structural equation modeling analysis, model of three factors.. χ2/d f= 1.99, root mean square error of approximation （RMSEA） = 0.05, non-normed fit index （NNFI）= 0.99, comparative fit index （CFI） = 0.99, goodness of fit index （GFI） = 0.95, standardized root mean square residual （SRMR） = 0.03 ~ retest reli ability value of the three factors were 0.94, 0.95 and 0.97 respectively. There was no statistically significant difference in each dimension of stereotyped impression for university teachers in university students from dif- ferent gender and home address （P〉0.05）, but the difference in work attitude （χ2= 26.39, P〈0.01）, com- munication style （χ2 =14.56, P%0.01） and total scores （χ2 =20.43, P〈0.01） of university students from different grade was statistically significant. Conclusion Questionnaire for Stereotyped Impression of Universi- ty Teacher is an effective tool for evaluating stereotyped impression of university teachers by university students. Variable in grade is a critical factor influencing
出处
《保健医学研究与实践》
2014年第1期41-44,共4页
Health Medicine Research and Practice
基金
云南省教育科学规划课题"高校教育传承民族文化的有效途径研究"(GY11056)
项目负责人:李丽菊
关键词
刻板印象
高校教师
问卷编制
大学生
Stereotyped impression
University teacher
Preparation of questionnaire
University student
