哥伦比亚学生学术拖延量表的因数验证和不变性
Karina E Caceres-Ravelo1, Kay-Keyla B H Huanqui-Aliaga1, Cristian E Adriano-Rengifo2
1Escuela Profesional de Psicología, Facultad de Ciencias de la Salud, Universidad Peruana Unión, Lima, Perú.
BMC psychology
|December 29, 2024
概括
这项研究验证了哥伦比亚大学生修改的学术拖延量表 (EPA-C). 该尺度显示出强烈的心理测量特性,并将学术拖延与心理健康和生活满意度联系起来.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 心理健康评估 心理健康评估
背景情况:
- 学术拖延是大学生的一个重要问题,影响了他们的成绩和幸福感.
- 需要针对学术拖延的简短评估工具,特别是在哥伦比亚.
- 现有的尺度可能不适合哥伦比亚学生群体.
研究的目的:
- 评估哥伦比亚大学生学术拖延量表的心理测量属性.
- 分析学术拖延,心理健康和生活满意度之间的关系.
- 为评估学术拖延提供可靠和有效的工具.
主要方法:
- 805名哥伦比亚大学生 (年龄在17-35岁) 的便利抽样.
- 心理测量评估包括因子结构,可靠性 (克朗巴赫的阿尔法,麦当劳的欧米茄) 和性别不变性.
- 学业拖延与心理健康和生活满意度的相关分析.
主要成果:
- 经过修改的两个因素结构的尺度显示出足够的适应指数和高可靠性 (克朗巴赫的alpha和麦当劳的omega> .80).
- 发现该比例是性别不变的.
- 学业拖延与心理健康正相关,与生活满意度负相关.
结论:
- 修改后的学术拖延量表 (EPA-C) 是一款适用于哥伦比亚大学学生的心理测量和性别不变工具.
- 学术拖延严重影响这些学生的心理健康和生活满意度.
- 该EPA-C可以帮助及时干预学术拖延.
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