开发一种新的尺度来评估学生在学校的自决能力 (AAS)
Christine Sanchez1, Bertrand Porro2,3, Nathalie Blanc1
1Department of Psychology, University Paul Valéry Montpellier 3, EPSYLON UR 4556, 34000 Montpellier, France.
概括
学校自决 (AAS) 尺度从教师的角度来衡量小学学生的学校承诺. 它证实了学业成绩和内在动机是相互关联的,以及与同龄人和教师的社会参与.
科学领域:
- 教育心理学教育心理学
- 心理测量 心理测量 心理测量
背景情况:
- 评估学生的参与度对于教育成功至关重要.
- 现有的措施可能无法充分捕捉学校承诺的细微差别.
- 教师的感知提供了生态的学生参与的观点.
研究的目的:
- 开发和验证"在学校自决" (AAS) 异性评估尺度.
- 通过教师评估量化小学学生的学校承诺.
- 为了探索AAS尺度的心理特征.
主要方法:
- 这项研究涉及法国教师群体.
- 使用探索性因子分析 (EFA) 和确认性因子分析 (CFA) 验证了AAS尺度.
- 评估了收有效性,测试重试可靠性和个人间的影响.
主要成果:
- EFA为AAS量表确定了三个不同的因素.
- CFA证实了一种可靠的三因素模型,具有良好匹配指数.
- 这些因素代表了学术承诺 (表现,自主动机) 和社会承诺 (对同伴,对教师).
结论:
- 该AAS尺度是一个有效的,可靠的,强大的心理测量仪器.
- 它强调了内在动机,绩效和社会参与之间的联系.
- 教师对学生承诺的看法可能会受到年级,性别和学校环境的影响.
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