[开发高中学生版本的每日对话尺度与课堂教师]
Wataru Imura1,2, Tomoko Namba3, Michiko Ishda4
1Doctoral Program in Health Science, Graduate School of Health Science and Technology, Kawasaki University of Medical Welfare.
[Nihon koshu eisei zasshi] Japanese journal of public health
|February 21, 2024
概括
这项研究开发了一个新的尺度来衡量高中生和教师之间的日常对话. 提高学生与教师的沟通积极影响学生的福祉和关系.
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
- 公共卫生 公共卫生
背景情况:
- 高中学生和课堂教师之间的有效沟通对于学生的福祉至关重要.
- 现有的措施可能无法充分捕捉日常学生-教师互动的细微差别.
- 了解这种关系对于在学校开发有针对性的心理健康干预措施至关重要.
研究的目的:
- 开发和验证"高中学生版与课堂教师的日常对话量表".
- 为了确定新规模的结构有效性,可靠性和项目性能.
- 检查日常对话频率与学生心理结果之间的关系.
主要方法:
- 与高中生进行了两次调查 (调查I的N=1,394,调查II的N=1,688).
- 确认因素分析,物品响应理论和麦当劳的欧米茄可靠性用于规模验证.
- 假设测试用于评估日常对话对教师支持感知,抑郁/焦虑以及教师与学生关系的影响.
主要成果:
- 开发的尺度表现出概念的单维性和平衡的项目难度.
- 确认因素分析,项目响应理论和可靠性分析符合既定标准.
- 分析支持了这样的假设,即日常频繁的对话与感知到的教师支持和改善的教师与学生关系有积极的相关性.
结论:
- "高中生每日与课堂教师对话量表的版本"是测量学生-教师沟通频率的验证工具.
- 该尺度可用于了解日常互动对学生的心理和行为影响.
- 调查结果支持该尺度在制定高中生心理健康问题的初级预防策略和推进学校健康倡议方面的实用性.
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