《状态自我宽恕量表》在大学生群体中的修订

目的：在大学生群体中修订状态自我宽恕量表（SSFS）,考察其心理测量学指标。方法：对392名在校大学生进行测查,采用探索性和验证性因素分析等方法考察该量表的信度和效度。结果：修订后的量表有两个维度,验证性因素分析结果显示,SSFS的两因素结构拟合较好。SSFS的内部一致性信度为0．750,重测信度为0．623。SSFS的效标关联效度良好。结论：修订后的SSFS具有较好的心理测量学属性,可作为测量大学生状态自我宽恕的工具。     

用项目反应理论修订教学效能感量表

采用随机整群抽样抽取505名中小学教师作为被试,其中,男教师189名,女教师271名,年龄均在25至55岁之间。采用教学效能感问卷进行施测,基于项目反应理论,对测试结果进行分析,得出所有项目的区分度、难度和项目信息峰值,参考项目区分度、难度及项目信息函数峰值对教学效能感量表做了修订,再运用结构方程模型、层面理论技术和最小空间分析对修订后的量表进行质量检验,结果表明修订后的量表测量拥有更为清晰的结构效度和更高的信度,测量更为精确。运用SPSS15.0管理数据,运用Hudap6.0和MULTILOG 7.03分析数据,研究得出如下五个结论:1)教学效能感量表为单一维度,可以使用项目反应理论进行分析;2)修订后的量表项目的区分度、难度更为合理;3)修订后的量表的测验信息峰值较原量表稍低;4)修订前后量表对应层面元素之间存在高相关;5)量表的三个方面内容结构得以证实,即学生品德行为教育、课堂组织管理和知识传授。     

社会支配取向量表在中国的信度和效度研究

本研究尝试修订西方的社会支配取向量表。359名大学本科生参与了研究。结果表明，社会支配取向量表修订后包含14个项目，量表具有较好的内部一致性、重测信度和一定的预测效度；中国被试社会支配取向得分普遍比西方的高；中文修订量表不同于西方的单因素或者双因素结构，它包括4个因素，即“反对群体平等”、“赞同优势群体的支配性”、“赞同劣势群体的较低地位”、“赞同维持等级差异”。     

世界假设量表：针对大学生群体的初步修订

在大学生群体中修订世界假设量表（WAS）,以考察其心理测量学指标,并对初测数据进行项目分析和探索性因素分析,结果显示,修订后的 WAS具有六个维度。对再测数据进行验证性因素分析,结果显示,WAS六维度模型具有较好的拟合指标,具有较好的效标效度、内部一致性及重测信度等。因此,修订后的 WAS量表,可以作为测量大学生世界假设的有效工具。     

心理咨询从业人员的替代性创伤现象调查

笔者在翻译和修订“治疗者信念量表”（TBS）的基础上,对220名心理咨询从业人员进行问卷调查。结果表明：修订后的TBS由单一因素构成,具有较好的信、效度指标,可用于测量治疗者的价值体系。不同从业经历被试的TBS总分比较显示,随着从业年份的增加,心理咨询从业人员的替代性创伤有逐渐上升的趋势。心理咨询从业人员的自身心理健康问题值得关注。     

外语课堂焦虑量表（FLCAS）在部分中小学生中的检验

检验了修订后FLCAS中文版的信效度,调查了江西某地青少年学生外语课堂焦虑现状.被试为江西省587名青少年学生.通过对FLCAS进行探索性因素分析、验证性因素分析与多因素方差分析,结果发现:(1)青少年学生的外语焦虑主要涉及交际恐惧、缺乏自信心、担心负性评价,以及对不确定性的不容忍等四个方面;(2)该量表修订后具有较高的信度与效度.     

皖西南大学生心理健康测评及与全国常模的对照分析

目的是使用CSPA测评系统心理健康量表,将该量表在皖西南地区被试的得分与全国常模进行对照。方法是通过对安庆师范学院5065名有效大学生被试进行CSPA测评系统心理健康量表（CCSMHS）的测试,使用T检验对数据进行统计分析。结果是皖西南大学生的总体心理健康水平与全国水平存在差异,在所有因素上p〈0.001。结论是需要对量表的信度、效度等因素进行一定的修订。     

远程教育新生入学适应性评价研究

本研究首先基于文献分析并结合远程教育学习者特征,编制了"网上人大"新生入学适应性测量量表。然后以"网上人大"719名新生为有效被试,对量表进行了项目分析、因素分析以及修订。修订后的适应性评价量表包含五个维度、26个题项。经检验,修订后的适应性评价量表信度较高、效度良好,是有效的测量工具。运用该量表,对"网上人大"新生入学适应性进行评价,结果表明:26个题项的得分分布在3.15~4.36分之间,总体适应性良好;不同群体在五个维度和整体适应性上具有一定的差异。基于此,本研究最后分析讨论了远程教育新生在入学适应性方面存在的问题,并提出了改进建议。     

大学生宽恕水平以及影响因素的性别差异

为了解男、女大学生宽恕行为及相关影响因素的差异,为大学生心理健康教育提供依据,通过采用《宽恕倾向量表》、《自尊量表》、《多维——多向归因量表》、《艾克森人格问卷》和《症状自评量表》分析男、女大学生宽恕行为及相关影响因素的差异。总体上来说,男生的宽恕水平受到自尊、情绪性以及人际失败三个因素的影响;女生的宽恕水平受到自尊、情绪性、外内向以及偏执四个方面的因素影响。     

职业自我效能的测量及其量表修订

该研究根据职业自我效能理论对职业自我效能测量的规定,以Betz和Hackett1981年编制的《职业自我效能量表》为原始量表,采取自编问卷的方法筛选项目,以南京师范大学4个专业80名大四学生为被试进行试测,检验了修订后量表的信度和效度。修订后的量表的信度指标基本上在0.90以上,内容效度良好,建构效度效标达到显著性水平。     

Hewitt多维完美主义量表在1959名大学生中的试用与修订

为测试Hewitt多维完美主义量表在中国大学生中的信度和效度,并对其进行修订,对1959名大学生进行测试,采用探索性和验证性因素分析对问卷的因素进行检验,计算量表的内部一致性信度、重测信度等。结果发现量表最后保留15个项目,可解释总方差的49．55％,各维度的项目载荷在0．49～0．77之间。验证性因素分析指标x2、RMSEA、NFI、CFI、CFI分别为796．925、0．075、0．802、0．820、0．835。总量表与分量表的a系数和重测信度都在O．65以上,因此,修订后的HMPS具有较理想的信效度,较适合中国大学生使用。     

Exploring the New Ecological Paradigm Scale for Gauging Children's Environmental Attitudes in China

A Chinese version of the revised NEP Scale was generated and adopted in a survey among 507 students (age 10 to 12 years old) from three elementary schools in Shenzhen, China. The results show an acceptable level of internal consistency (Cronbach's alpha = .65) but some abnormalities on the modified NEP scale: items 1 and 7 presented very low item-total correlations (≤.10); factor analysis generated five unclearly-patterned factors. The abnormalities on the modified scale, in light of a focus group interview during item modification stage, are partially attributed to some fundamental problems on the original revised NEP Scale per se on one hand, and may be partially understood as cultural differences in interpreting statements on the scale between China and Western nations on the other.     

Hewitt多维完美主义量表在523名大学生中的试用与修订

目的：测试Hewitt多维完美主义量表在中国大学生中的信度、效度,对其进行本土化修订。方法：对523名大学生进行测试,运用探索性和验证性因素分析对量表进行检验,计算量表的内部一致性信度、重测信度等。结果：量表最后保留16个项目,可解释总方差的52．32％,各维度的项目载荷在0．43-0．76之间。验证性因素分析指标RMSEA、NFI、CFI、GFI分别为0．062、0．786、0．891、0．852。总量表与分量表的α系数和重测信度都在0．69以上。结论：修订后的HMPS具有较理想的信效度,较适合中国大学生使用.     

Development and validation of an instrument for assessing attitudes of high school students about recycling

Recycling and its applications are growing significantly due to the great potential for solving a range of environmental problems in society. Nevertheless, there are currently very few instruments that can provide valid and reliable data on students’ attitudes toward recycling. In this regard, this article focuses on the development and validation of Recycling Attitude Scale (RAS). The items in the RAS were developed initially from the responses to three open-ended items by 53 tenth and eleventh grade students and literature review on recycling attitude. This initial form was pilot tested with 356 tenth and eleventh grade students and then subjected to exploratory factor analysis. Subsequently, the revised version of the scale was administrated to 694 tenth grade students, and the results were subjected to confirmatory factor analysis and reliability analysis. The RAS consists of 21 items in three subscales, with responses recorded on a four-point Likert scale, options ranging from strongly agree to strongly disagree. Cronbach’s alpha reliability coefficient (α) of the scale was found to be .87. The results indicate that the RAS a potentially valuable tool for both instructors and researchers in Turkey for the assessment of the attitudes toward recycling held by students in secondary education.     

Measuring sports class learning climates: The development of the Sports Class Environment Scale

The development and validation of a new and unique learning climate instrument, the Sports Class Environment Scale (SCES), was the focus of this study. We began with a consolidation of the dimensions and items of the Perceived Motivational Climate in Sport Questionnaire–2 and the Classroom Environment Scale. Field-testing of the SCES involved 204 competitive gymnasts from six metropolitan and four regional competitive gymnastics clubs in Queensland, Australia. Exploratory factor analysis provided a revised SCES with five scales labelled Task Involvement & Improvement, Ego Involvement & Mistakes, Coach–Athlete Communication, Effort, Order & Organisation, and Affiliation. Using scales of the revised SCES as dependent variables, multivariate analyses of variance were conducted to compare club types, genders and competitive levels. Effective measurement of sports class learning climates using the SCES could lead to a greater understanding of effective sports classes, and of coach and athlete behaviours in those classes, and provide a first step in monitoring sports class learning climates.     

Relationship orientation,jealousy, and equity: An examination of jealousy evoking and positive communicative responses

The intentional evoking of jealousy has received little attention in interpersonal research, yet eliciting jealousy in another may perform critical functions in relationships such as meeting personal needs and relational goals. The purposes of these two studies were to examine how evoking jealousy may be used as a communicative strategy in relationships, and to develop the Evoking Jealousy Scale. Two studies examined evoking jealousy, relationship orientation (exchange versus communal), positive responses to jealousy, and equity in relationships. Results from study one indicated both exchange oriented and communal oriented individuals make attempts to evoke jealousy from their partners. Results from study two indicate the only variable in this study related to the active strategy of evoking jealousy was being exchange oriented. Feelings of equity, being overbenefited, and communal orientation each were related to positive responses to feeling jealous. The Evoking Jealousy Scale was developed and tested in study two and appears to have good face validity, unidimensional factor structure, and internal reliability     

远程学习效能感的结构和影响因素研究

本研究采用自编的远程学习效能感问卷对207名远程学习者进行测查。因素分析结果表明,远程学习效能感可以分为一般效能感和特殊效能感两个维度。特殊效能感又包括技能效能感和课程学习效能感两个子维度。测查结果显示,就远程学习效能感的两个维度而言,学习者的特殊效能感显著高于一般效能感。通过对可能影响远程学习效能感的因素进行考察后发现,计算机知识水平高的学习者的远程学习效能感要比计算机知识水平低的学习者高,而不同性别和不同年级的学习者之间的远程学习效能感没有显著差异。     

Comparison of the slosson intelligence test,revised norms,and WISC-R for children with learning problems and for gifted children

The Slosson Intelligence Test (revised norms) (SIT) and the WISC-R were compared in two samples of children. In the first sample, there were 34 black and 27 white rural Southeastern Alabama children being considered for special education classes. In the second sample, there were 4 black and 81 white suburban Alabama children being considered for classes for the talented and gifted. In both samples, correlations between the SIT IQ and WISC-R Full Scale IQ were significant (rs of .70 and .48, respectively). However, in the special education sample, SIT IQs were significantly higher than WISC-R Full Scale IQs by about 7 points. The results from both samples provide a moderate degree of support for the concurrent validity of the revised SIT norms, using the WISC-R as the criterion. However, the IQs on the two tests may not be interchangeable.     

Development and validation of Children’s Responsible Environmental Behavior Scale

Though environmentally responsible behavior (ERB) has been a focus of many studies in the field of environmental education, very few scales have been developed to assess children’s ERB. In this regard, this article focuses on the development and validation of Children’s Responsible Environmental Behavior Scale (CREBS) and also reports the psychometric properties of this scale. The items in the CREBS were developed initially from the responses to four open-ended items by 229 fourth and fifth grade students. This initial form was pilot tested with 673 fourth and fifth graders and then subjected to exploratory factor analysis. Later, the revised version of the scale was administrated to 2412 fifth graders, and those results were subjected to confirmatory factor analysis and reliability analysis. CREBS consists of 23 items measured using a seven-point Likert-type scale, which have been organized into four sub-scales: political action (six items, α?=?.92); eco-management (six items, α?=?.70); consumer and economic action (five items, α?=?.70); and Individual and Public Persuasion (six items, α?=?.80). Study results indicate that CREBS can be used for exploring the extent to which elementary school students in Turkey demonstrate four types of behavior to help prevent and resolve environmental problems and issues.     

宽恕在高校德育工作中的意义简论

宽恕既是一种个人美德,也是处理人际关系的一个重要准则。宽恕不但是个人行为,影响个人的身心健康和人际关系;宽恕还具有社会性,影响社会的和谐稳定。受传统观念的影响,高校的思想道德教育工作并未将宽恕教育纳入其中。可通过提升教师队伍的宽恕水平,培养学生的道德认知,积累学生积极的道德情感体验和提高学生处理道德冲突事件的技巧等举措将宽恕教育融入高校思想道德教育工作之中。