论文部分内容阅读
目的为测量大学生学业幸福感而编制信效度良好的问卷。方法以文献研究和个别访谈为基础。对427名大学生进行施测,对调查数据进行了探索性因素分析和验证性因素分析。结果探索性因素分析结果表明,大学生幸福感量表存在4个因素(KMO=0.83,P<0.001):学校满意度、专业满意度、教学满意度、学业自我效能感;验证性因素分析结果表明,所提取的4个因素与理论构想模型拟合较好(χ2/df=1.12,GFI=0.91,NFI=0.83,IFI=0.98,TLI=0.97,CFI=0.98,RMSEA=0.024,RMR=0.04);量表的内部一致性系数为0.81,各因素的内部一致性系数介于0.46~0.82;量表各因素之间具有显著相关(r=0.18~0.31,P<0.05),各因素与总分具有较高的相关(r=0.58~0.78,P<0.01),表明量表信效度良好。结论该量表能够作为测量大学生学业幸福感的工具。
Objective To prepare a questionnaire with good reliability and validity in order to measure the academic happiness of college students. Methods Based on literature research and individual interviews. 427 college students were measured, the survey data were exploratory factor analysis and confirmatory factor analysis. Results The results of exploratory factor analysis showed that there were four factors (KMO = 0.83, P <0.001) in college students’ happiness scale: school satisfaction, professional satisfaction, teaching satisfaction and academic self-efficacy; the results of confirmatory factor analysis (Χ2 / df = 1.12, GFI = 0.91, NFI = 0.83, IFI = 0.98, TLI = 0.97, CFI = 0.98, RMSEA = 0.024, RMR = 0.04) were fitted well to the theoretical conception model. ; The internal consistency coefficient of scale was 0.81, the internal consistency coefficient of each factor was between 0.46 ~ 0.82; There was a significant correlation between various factors (r = 0.18-0.31, P <0.05) (R = 0.58 ~ 0.78, P <0.01), indicating that the scale has a good reliability and validity. Conclusion The scale can be used as a tool to measure college students’ academic happiness.