评估教师与干预相关的期望和自我效能:对实施信念评估的因素结构的检查
Lisa M H Sanetti1, Nedim Yel2, Anna C J Long3
1Department of Educational Psychology, University of Connecticut.
School psychology (Washington, D.C.)
|April 11, 2024
概括
这项研究开发了实施信念评估 (IBA) 规模,以衡量教师对实施学校干预措施的信念. IBA评估了自我效能和结果预期,这对于基于证据的实践中持续的行为改变至关重要.
科学领域:
- 教育心理学教育心理学
- 健康 行为 科学 健康 行为 科学
- 心理测量 心理测量 心理测量
背景情况:
- 基于学校的干预措施的成功实施取决于个人层面的因素.
- 仅有有限的工具可以测量这些决定因素,特别是那些由行为变化理论提供信息的工具.
- 健康行动过程方法 (HAPA) 确定了行为改变的关键构造.
研究的目的:
- 开发和验证一个自我报告尺度,衡量干预实施的个人级别决定因素.
- 评估影响教师采用和学校干预措施的可持续性的因素.
- 为了使测量与健康行动过程方法 (HAPA) 结构保持一致.
主要方法:
- 通过文献审查和对HAPA构造的专家咨询 (自我有效性,结果预期) 来生成项目.
- 在半个样本 (全国代表的K-12教师) 上进行探索性因素分析 (EFA).
- 另一半进行确认因素分析 (CFA),以验证因子结构.
主要成果:
- 一个三维的因素结构出现了:实施的自我效能,积极的结果预期和负面的结果预期.
- 这种结构,即实施信念评估 (IBA),通过CFA得到了确认.
- IBA在衡量这些实施信念方面表现出良好的可靠性.
结论:
- 实施信念评估 (IBA) 提供了对干预实施的关键决定因素的心理测量.
- 这种尺度有助于理解和促进学校采用和可持续的基于证据的实践.
- 未来的研究可以利用IBA来研究影响教育环境行为变化的因素.
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