中学生个人认识论的理论构建与测量  

Middle School Student's Personal Epistemology:Theoretical Construct and Preliminary Development of Questionnaire

作　　者：杨小洋[1] 申继亮[2] 

机构地区：[1]中山大学教育学院心理学系,广州510275 [2]北京师范大学心理学院,北京10875

出　　处：《心理发展与教育》2009年第4期115-121,共7页Psychological Development and Education

基　　金：教育部哲学社会科学研究重大课题攻关项目:032JZD0034

摘　　要：基于个人认识论理论中较为成熟的反省判断模型,本研究构建了中学生个人认识论的理论框架,并进一步编制了中学生个人认识论问卷,随后调查了459名中学生,结果发现:(1)初测问卷具有良好的项目区分度、结构效度和内部一致性信度。(2)个人认识论的结构由五个一阶因素、两个二阶因素构成:一阶因素分别包括知识的确定性、知识的简单性、知识的来源、求知的论证性、表征多元;二阶因素包括知识的本质和求知的本质。Based on the well-structured Reflective Judgement Model（RJM）, a theoretical framework about middle school students＇ personal epistemology was discussed firstly. Secondly, an instrument about middle school students＇ epistemological beliefs was develped upon the discussion. Then 459 middle school students at grade 7,8, 10 completed the instrument. Results include： （1）good item differential validity, construct validity and internal consistency reliability were found; （2）A statistical model with five first rank dimensions and two second rank dimensions was chosen. Which include： certainty, complexity, source, justification of knowing, and multi-presentation were included at first rank, nature of knowledge and nature of knowing were included at second rank.

关 键 词：个人认识论 反省判断模型 中学生 

分 类 号：B844.2[哲学宗教—发展与教育心理学]