摘要
目的:修订自我调节学习效能感问卷,并进行信效度分析。方法:371名初中生以及368名高中生填写了自我调节学习效能感问卷、一般自我效能感问卷。结果:单因素11条目的自我调节学习效能感量表有良好的结构效度(高中:RMSEA=0.070,χ2/df=2.05,CFI=0.95,GFI=0.93,NFI=0.91,AFGI=0.90;初中:RMSEA=0.068,χ2/df=2.07,CFI=0.97,GFI=0.93,NFI=0.91,AFGI=0.89)、内部一致性信度(高中α=0.85;初中α=0.94)、分半信度(高中r=0.80;初中r=0.94)以及效标关联效度(自我调节学习效能感与一般自我效能感的相关:高中r=0.27,P<0.01,初中r=0.38,P<0.01)。结论:自我调节学习效能感有较好的信效度指标,可用于测量个体对其在学业活动上,自我调节能力的效能感。
Objective： To revise the self- efficacy for Self- regulated Learning Scale （SESRLS）. Methods：371 junior high school students and 368 senior high school students participated in this re- search. SESRLS and general self - efficacy scales were filled. Results： SESRLS had a good construct va- lidity（ senior high school ： RMSEA = 0.070, x2/df = 2.05, CFI = 0.95, GFI = 0.93, NFI = 0.91, AFGI = 0.90 ;junior high school： RMSEA = 0. 068 ,x2/df = 2.07, CFI = 0.97, GFI = 0.93, NFI = 0.91, AFGI = 0.89 ）, consistency reliability（ senior high school α = 0.85 ;junior high schoolc α= 0.94） split - half relia- bility（ senior high school r = 0. 80 ;Junior high school r =0. 94 ） ） and criterion related validity（ correlation between self - efficacy for self - regulated learning scale and general self - efficacy scale were ： Senior high school r =0.27 ,P 〈0.01 ,junior high school r =0.38 ,P 〈0.01 ）. Conclusion：Self - efficacy for self - regulated learning Scale has satisfying validity and reliability. It can be used to measure individualg self- efficacy for their self- regulation at academic activities.
出处
《中国健康心理学杂志》
2015年第10期1532-1536,共5页
China Journal of Health Psychology
