摘要
目的:编制中学教师教学主观幸福感问卷,并检验其在中学教师群体中的信度和效度。方法:通过研究教师主观幸福感相关文献及综合运用访谈、开放式调查、问卷题项的试测与正式施测等多种方法,初步探讨了中学教师教学主观幸福感结构。结果:①中学教师教学主观幸福感由学生成长、技能熟知、目标达成、资源利用、价值满足5因子构成,共23题项,累计方差贡献率为59.768%;②中学教师教学主观幸福感问卷的内部一致性系数分别为:总问卷0.916、学习成长0.842、技能熟知0.715、目标达成0.727、资源利用0.733、价值满足0.723;③五因素模型拟合度指数分别为RMSEA=0.060,CFI=0.902,NFI=0.851,IFI=0.903,TLI=0.887,GFI=0.895。结论:中学教师教学主观幸福感问卷的信效度符合测量学要求,可以作为中学教师教学主观幸福感相关研究的测量工具。
Objective:To develop aquestionnaire of middle school teachers’ teaching subjective well-being,and test its reliability and validity.Methods:Through the study of the literature of middle school teachers’ teaching subjective well being and the interviews,open survey,the pretest and formal test,the structure of middle school teachers’ teaching subjective well-being was discussed.Results:①Teaching subjective well-being questionnaire included 5factors:Students’ growth,skill knowledge,goal attainment,resource utilization,value satisfaction.The questionnaire consisted of 23 items.The five factor variance of the cumulative contribution rate was 59.768%.② Internal consistency coefficients of students’ growth,skill knowledge,goal attainment,resource utilization,value satisfaction were good(0.715~0.842).③ The five factor model fit index was good(RMSEA=0.060,CFI=0.902,NFI=0.851,IFI=0.903,TLI=0.887,GFI=0.895).Conclusion:The reliability and validity of teaching subjective well-being questionnaire meet the measurement requirements,and can be used as a measuring tool for follow-up study.
作者
王静
罗小兰
WANG Jing;LUO Xiaolan(Education Department,Xinzhou Teachers College,Xinzhou 034000,China)
出处
《中国健康心理学杂志》
2019年第3期444-449,共6页
China Journal of Health Psychology
基金
教育部人文社会科学规划基金项目(编号:14YJA190008)
关键词
中学教师
主观幸福感
教学主观幸福感
问卷编制
Middle school teachers
Subjective well-being
Teaching subjective well-being
Questionnaire development
