摘要
尝试构建双因子模型来验证中小学生心理素质结构的理论构想。采用整群抽样法先后两次选取被试,第一次选取重庆、四川、广东各一所小学4-6年级共1607名学生,重庆、四川、湖北、江西、浙江5个省市初一到高三共2106名中学生,第二次选取重庆市潼南区五所小学4-6年级共1334名学生、北碚区两所中学初一到高三共1057名学生,尝试构建中小学生心理素质的双因子结构,同时比较双因子模型与传统维度结构模型拟合中小学生心理素质的优劣。结果表明:相比传统维度结构模型,双因子结构模型拟合数据最优。结论:双因子模型更适用于解释中小学生心理素质的结构。
Our study attempted to examine the factor structure of psychological quality using bifactor analysis to evaluate a general psychological quality factor and the three group factors that correspond with cognitive quality, individuality and adaptability. Method： cluster sampling was adopted to select 1607 pupils from three primary schools in Chongqing, and 2106 middle school students from 5 provinces （Chongqing, Sichuan, Hubei, Jiangxi and Zhejiang） . The second time we surveyed 1334 pupils from 5 primary schools in Tongnan district of Chongqing city, Sichuan and Guangzhou and 1057 students from 2 middle schools in Beibei district of Chongqing city. Bifactor and traditional hierarchical factor models were compared. Results： The bifactor model fitted the data significantly better than both the first-order three-factor and second -order three-factor models. Conclusion： Bifactor modeling potentially provides a solid foundation for conceptualizing the construct of pupil＇s and middle school students＇ psychological quality, constructing measures, and evaluating the measure＇s psychometric properties.
出处
《心理与行为研究》
CSSCI
北大核心
2017年第1期26-33,共8页
Studies of Psychology and Behavior
基金
西南大学研究型学部建设重点项目(2016-2017)
关键词
心理素质
双因子模型
维度结构模型
中小学生
psychological quality, bifactor model, traditional hierarchical factor models, primary and middle school students.
