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儿童阅读焦虑量表:发展和心理特征
Amie E Grills1, Sharon R Vaughn2, Greg Roberts2
1Department of Counseling Psychology and Applied Human Development, Wheelock College of Education and Human Development, Boston University.
School psychology (Washington, D.C.)
|January 22, 2026
概括
一个新的阅读焦虑量表 (RAS) 有效地选了小学生的阅读焦虑. 这个简短的自我报告工具有助于识别需要阅读干预支持的学生.
科学领域:
- 教育心理学教育心理学
- 儿童心理学 儿童心理学
- 心理测量 心理测量 心理测量
背景情况:
- 焦虑与小学学生的阅读成绩有关,包括阅读干预的学生.
- 现有的焦虑测量方法对于阅读焦虑缺乏具体性.
- 需要一个简短的,自我报告查工具阅读焦虑是必要的.
研究的目的:
- 开发和验证阅读焦虑量表 (RAS),一个简短的自我报告措施.
- 评估RAS对小学学生的心理测量特性.
- 为学校环境中识别阅读特定焦虑提供一个工具.
主要方法:
- 开发和验证六项阅读焦虑量表 (RAS).
- 在随机对照试验中,向三年级和四年级学生 (T1时N=306,T2时N=219) 施用.
- 探索性和确认性因素分析,可靠性和有效性评估.
主要成果:
- 六项RAS证明了对因子分析的良好适应.
- 该尺度在检测更高水平的阅读焦虑时表现得非常准确.
- 发现了足够的内部一致性,收性和区分性有效性.
结论:
- 对于RAS作为阅读焦虑症状的有效选器,存在初步支持.
- RAS可以在基于学校的研究和阅读困难的干预中成为有用的工具.
- 建议在识别与阅读相关的焦虑学生的进一步实用性.
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