适应智障学生的自我概念问卷:一个包容性的研究方法
Montserrat Yepes-Baldó1, Marina Romeo1, Núria Codina1
1Social Psychology and Quantitative Psychology Department, Universitat de Barcelona, Barcelona, Spain.
Journal of applied research in intellectual disabilities : JARID
|December 11, 2024
概括
这项研究适应了智力障碍学生的自我概念 (5-AF5表格) 问卷. 调整后的工具显示出良好的内部一致性,并促进了跨不同学生群体的比较.
科学领域:
- 心理学 心理学 心理学
- 特殊教育 特殊教育
背景情况:
- 针对智力障碍的年轻学生量身定制的评估工具存在重大差距.
- 这项研究通过调整自我概念 (5-AF5表格) 问卷来解决包容性评估的需要.
研究的目的:
- 为智力障碍的年轻学生适应自我概念 (5-AF5表格) 问卷.
- 确保调整后的问卷适合多样化的学生群体,并具有包容性.
主要方法:
- 专家审查和修订的自我概念 (5-AF5表格) 问卷.
- 与智力障碍学生进行认知面试,以改进问题.
- 在有或没有智力障碍的学生中,对原始和调整后的问卷进行同等验证.
主要成果:
- 经过调整的自我概念 (5-AF5表格) 问卷显示了良好的内部一致性.
- 对于没有智力障碍的学生,原始和适应问卷的分数之间的高度相关性 (>0.70).
- 与没有智力障碍的同龄人相比,智力障碍学生报告了更高的学术自我概念.
结论:
- 适应的自我概念 (5-AF5表格) 问卷有效地促进了不同学生群体之间的比较.
- 该研究验证了适应问卷的使用,以评估智力障碍学生的自我概念.
- 结果表明,在一般学生群体中,原始和调整的调查问卷之间存在一致性,这支持了调整的有效性.
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