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在中国本科生中对乌得勒支工作参与度量-学生-9的心理测量验证

Zhixia Wei¹, Tiantian Yang², Xiaoxia Gu³

¹Hebei Key Laboratory of Children's Cognition and Digital Education, School of Educational Studies, Langfang Normal University, Langfang, Hebei, China.

Frontiers in psychology

|October 1, 2025

概括

这项研究验证了针对中国本科生的乌得勒支工作参与度表-学生-9 (UWES-S-9) 的中文版本. 结果表明,学术参与最好用单一的一般因素来衡量,而不是子尺度.

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:

学术参与在高等教育中至关重要.
对评估工具的心理测量验证在中国的环境中是有限的.

研究的目的:

检查乌得勒支工作参与度表-学生-9 (UWES-S-9) 的中文版本的心理测量特性.
评估UWES-S-9对中国本科生的可靠性和有效性.

主要方法:

使用了确认因素分析 (CFA),探索结构方程建模 (ESEM) 和双因素建模.
评估了内部一致性,测试复试可靠性,构造和并发有效性以及测量不变性.
498名中国本科生完成了UWES-S-9.

主要成果:

与CFA相比,ESEM模型显示出更好的适应性.
双因素分析揭示了学术参与的占主导地位的一般因素 (79%的差异).
总参与度得分显示可靠的解释 (ωH = 0.827),而分级得分具有有限的实用性 (ωHS ≤ 0.149).
测量不变得到了跨性别,学年和专业的支持.

结论:

该UWES-S-9被验证为中国的高等教育.
学术参与最好被解释为一个单维的构造.
总参与度评分提供了比中国教育环境中研究和实践的分级评分更可靠的评估.

关键词:

这就是UWES-S-9的特点.学术上的参与,学术上的参与.两个因素-ESEM模型模型心理测量验证的验证本科生是本科生的学生.

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