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目的编制中学生心理复原力自我评定量表,并对量表的相关指标进行初步应用评价,为中学生心理复原力测量提供工具。方法依据美国加利福尼亚心理复原力动态模型,将量表设计为6个维度,每个维度编制6个条目,共36个原始条目;根据预试的结果进行修改后,形成30个条目的初始量表;在合肥市选取2481名初一至高三年级的学生进行初步应用评价。结果最终应用量表由自我效能、问题解决、合作与交流、自我意识、目标与渴望、共情6个维度,共28个条目组成。各条目均数在2.61～4.23之间,标准差在1.00～1.24之间;各条目得分与量表总分的相关系数均在0.323～0.650之间;Cronbach’sα系数为0.92,各因子与量表总分的相关系数均在0.55以上(P<0.01),重测信度为0.89。结论本研究编制的中学生心理复原力量表有较好的内、外部信度和结构信度,可尝试用于中学生心理复原力水平的自评。
Objective To develop a secondary self-rating scale for psychological resilience of middle school students and evaluate the preliminary application of relevant indicators of the scale so as to provide a tool for secondary school students’ psychological resilience measurement. Methods According to the dynamic model of psychological resilience in California, USA, the scale was designed into six dimensions with six items in each dimension, with a total of 36 original items. After the pre-test results were modified, the initial scale of 30 items In Hefei, 2481 students from the first grade to the third grade were selected for initial appraisal. Results The final application scale consisted of 28 items in 6 dimensions including self-efficacy, problem solving, cooperation and exchange, self-awareness, goal and desire, empathy. The mean of each item ranged from 2.61 to 4.23 and the standard deviation ranged from 1.00 to 1.24. The correlation coefficients between each item score and the total score of the scale ranged from 0.323 to 0.650, and the Cronbach’s α coefficient was 0.92. The factors and quantities Table total score correlation coefficient above 0.55 (P <0.01), test-retest reliability was 0.89. Conclusion The secondary psychological resilience scale prepared by this study has better internal and external reliability and structural reliability, and may be used for self-assessment of secondary school students’ psychological resilience.