中学生社会适应状况评估的理论模型建构与验证  

Theoretical Model Construction and Confirmation of Middle School Students' Social Adjustment Assessment

作　　者：邹泓[1] 余益兵[2] 周晖[3] 刘艳[1] 

机构地区：[1]北京师范大学发展心理研究所,北京100875 [2]安徽农业大学心理学系,合肥230036 [3]中山大学心理学系,广州510275

出　　处：《北京师范大学学报（社会科学版）》2012年第1期65-72,共8页Journal of Beijing Normal University(Social Sciences)

基　　金：教育部人文社会科学重点研究基地重大项目"青少年社会适应状况的评估及其保护因素与危险因素研究"(05JJDXLX001)

摘　　要：在整合已有理论和实证成果的基础上,从关键性任务分析和积极心理学视角出发,将中学生社会适应状况评估指标划分为内容领域和功能状态。通过开放问卷调查进一步确定了评估社会适应状态的四个具体领域,并据此编制自我报告问卷进行验证。在对全国2314名中学生所填写问卷进行分析后,形成青少年社会适应状况评估问卷。问卷最终共50个项目,包括自我肯定、自我烦扰、亲社会倾向、社会疏离、行事效率、违规行为、积极应对和消极退缩等8个一阶因子;分为自我适应、人际适应、行为适应和环境适应4个领域,以及积极适应和消极适应两种功能状态。经多质多法模型的交叉验证分析,问卷的二阶结构与理论模型拟合较好,可以从四个适应领域和两种功能状态考察中学生社会适应状况。初步验证了社会适应状况评估的领域-功能理论模型。The present study makes an attempt to construct a theoretical paradigm, to be named＇ domain-function model＇ （DFM）, for social adjustment and the assessment on adolescents. An exploratory factor analysis with 2314 adolescents from seven cities in China was conducted to develop an adolescents＇ social adjustment assessment scale （ASAAS）, including eight first order factors., self affirmation, self trouble, pro-social tendency, social alienation, acting efficiency, violations, active coping, and social withdraw. They can be summed up as four domains （self adjustment, behavioral adjustment, interpersonal adjustment and environmental adjustment） and two functional fields （positive and negative adjustment）. The results of our cross-validation analysis by Multiple-Traits and Multiple-Methods show that the goodness of fits of ASAAS are satisfactory. In addition, this measurement has good inter-consistent reliability and satisfactory validity. The DFM of social adjustment is confirmed preliminarily.

关 键 词：社会适应 领域-功能模型 青少年 

分 类 号：B84[哲学宗教—心理学]