大学生学习挫折量表的编制及信效度分析  

Development of Learning Frustration Scale for Undergraduate

作　　者：杨秀君[1] 杨晓丽[2] 

机构地区：[1]上海大学社会科学学院,上海200444 [2]上海建桥学院

出　　处：《中国学校卫生》2012年第3期298-299,303,共3页Chinese Journal of School Health

基　　金：上海市教育科学重点项目;上海市哲学社会科学规划教育学项目(A1102)

摘　　要：目的编制大学生学习挫折量表,为相关研究提供测量工具。方法在理论研究、访谈、开放式问卷等基础上,编制大学生学习挫折量表,并施测于上海市4所高校的799名大学生,进行信度和效度分析。结果大学生学习挫折量表共16个项目,包括5个因子,分别为学习挫折引起的消极情绪、学习过程的挫折、学习的积极认知、学习结果的挫折和教师相关的挫折,累积贡献率为62.626%。各分量表的内部一致性系数为0.589～0.766。结论大学生学习挫折量表具有较高的信度和效度,可以作为大学生学习挫折的测量工具。Objective To develop a test instrument of learning frustration of undergraduate and to provide instrument for the measurement.Methods Based on theoretical studies,interviews and open questionnaires,Learning Frustration Scale for Undergraduate was developed,and its validity and reliability were tested among 799 undergraduates from 4 colleges in Shanghai.Results The final scale included 16 items.Exploratory factor analysis showed that the scale included five factors： negative emotion caused by learning frustration,frustration in the process of learning,frustration caused by learning results,positive perception with learning and frustration concerning teachers.The factor solution accounted for 62.626% of the total variance.Internal consistency reliability for the 5 subscales ranged from 0.589 to 0.766.Conclusion The scale has high reliability and validity and can be an important instrument to measure undergraduates＇ learning frustration.

关 键 词：挫折 问卷调查 统计学 学生 

分 类 号：R395.6[哲学宗教—心理学] B842.3[医药卫生—医学心理学]