中国临床心理学杂志2025，Vol.33Issue(2)：366-372,7.DOI:10.16128/j.cnki.1005-3611.2025.02.026
青少年感知教师学业挫折反馈量表的编制和信效度检验
Development and Validation of Adolescent Perceived Teachers'Feedback for Academic Setbacks Questionnaire
摘要
Abstract
Objective:To develop a questionnaire suitable for measuring Chinese adolescents'perceived teachers'feedback for academic setbacks,and to test its reliability,validity and measurement invariance.Methods:Based on semi-structured interviews and previous studies,32 items were generated for the initial questionnaire.Data of 515 middle school students(sample 1)were used for exploratory factor analysis(EFA)for the initial questionnaire.Data of 697 middle school students(sample 2)were used for confirmatory factor analysis(CFA)to test its validity,as well as its reliability,cross-gender and longitudinal measurement invariance.Results:Six items were deleted based on EFA.The final 26-item adoles-cent perceived teachers'feedback for academic setbacks questionnaire(TFASQ)contains 4 factors:process-oriented criti-cism(8 items),process-oriented comfort(8 items),person-oriented criticism(5 items),and person-oriented comfort(5 items).The analysis results of sample 2 supported the 4-factor structure,with Cronbach's α coefficient ranging from 0.89 to 0.95.The criteria and discriminant validity of the TFASQ scores was supported by its association with related variables in the expected directions.Moreover,the TFASQ scores added significant incremental variance in predicting math engagement and academic stress more so than the classroom goal structure scale.In addition,strong cross-gender and longitudinal mea-surement invariance were found for the TFASQ.After 6 months,the test-retest reliability of the adolescents'perceived teachers'feedback for academic setbacks scale was between 0.60 and 0.48.Conclusion:The newly developed question-naire is a valid assessment for measuring adolescents'perceived teachers'feedback for academic setbacks.关键词
教师学业挫折社会化行为/青少年/信度/效度Key words
Teachers'socialization behavior regarding academic setbacks/Adolescents/Reliability/Validity分类
医药卫生引用本文复制引用
周同,陈曦,李叶青,靳龙,刘俊升..青少年感知教师学业挫折反馈量表的编制和信效度检验[J].中国临床心理学杂志,2025,33(2):366-372,7.基金项目
教育部人文社科基金一般项目(24YJA190010) （24YJA190010）
上海市科技计划项目(20dz2260300). （20dz2260300）
