中国临床心理学杂志2025，Vol.33Issue(3)：485-491,7.DOI:10.16128/j.cnki.1005-3611.2025.03.007
数学自我效能感量表在小学高年级学生中的信效度检验
Reliability and Validity of the Mathematics Self-efficacy Scale among Upper Elementary Students
摘要
Abstract
Objective:To introduce the Chinese version of the mathematics self-efficacy scale(MSES)and examine its reliability and validity among 5th-and 6th-grade primary school students.Methods:The comprehensibility of the items was assessed before the research began.Then,638 individuals were recruited for item analysis and exploratory factor analy-sis to develop the final MSES.Simultaneously,participants completed the mathematics self-efficacy:formal and applied mathematics(MATHEFF)and the mathematics self-concept scale(MSCS)to assess convergent validity.Subsequently,493 individuals were recruited for confirmatory factor analysis.Meanwhile,they completed the interest in learning mathematics scale(ILMS),the abbreviated math anxiety scale(AMAS),and the class-related version of the achievement emotions ques-tionnaire for pre-adolescents(AEQ-CV)to assess criterion-related validity.Finally,84 students were recruited for a 2-week test-retest reliability assessment.Results:A revised 4-factor model with 20 items was derived through exploratory factor analysis and confirmed through confirmatory factor analysis,yielding the following fit indices:x2/df=1.56,CFI=0.97,TLI=0.97,SRMR=0.03,RMSEA=0.04.The correlations of the MSES with the MATHEFF and MSCS ranged from 0.53 to 0.87,while those with the ILMS,AMAS,and AEQ-CV ranged from-0.70 to 0.80.The α coefficient was 0.94 in both sample 2 and sample 3.The test-retest reliability of the MSES was 0.89.Conclusion:The mathematics self-efficacy scale is a reliable and valid instrument for assessing mathematics self-efficacy among upper elementary students in China.关键词
数学自我效能感/小学高年级学生/信度/效度Key words
Mathematics self-efficacy/Upper elementary students/Reliability/Validity分类
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刘玉琴,贺慧,张琳玲,滕丽,韦嘉..数学自我效能感量表在小学高年级学生中的信效度检验[J].中国临床心理学杂志,2025,33(3):485-491,7.基金项目
本研究得到四川省教育科研课题(SCJG23A142)和成都市教育科学规划课题(CY2023Y022)的资助. （SCJG23A142）
