特殊教育需求儿童行为问题的归因尺度的开发:可靠性和有效性研究研究
Da Deng1,2, Yanling Li2
1School of Teacher Education, Chengdu University, Chengdu, China.
Frontiers in psychology
|January 29, 2026
概括
在中国的包容性教育体系中,一个新的尺度有助于识别特殊教育需求 (CSEN) 的儿童的行为问题. 这个工具为有针对性的干预提供了可靠的评估.
科学领域:
- 教育心理学教育心理学
- 特殊教育 特殊教育
- 心理测量 心理测量 心理测量
背景情况:
- 中国的包容性教育正在扩大,增加了有特殊教育需求 (CSEN) 的儿童在主流学校的入学率.
- 在CSEN中识别和干预行为问题是有效的包容性教育的关键挑战.
研究的目的:
- 开发和验证特殊教育需求儿童行为问题的归因尺度.
- 根据中国的特定文化背景调整规模.
主要方法:
- 四川省普通学校和特殊学校的教师多阶段抽样.
- 通过采访生成项目库,然后进行试点测试和正式调查.
- 探索性因子分析 (EFA) 和确认性因子分析 (CFA) 基于来自195个和328个有效答案的数据.
- 使用Cronbach的alpha,项目总相关性和模型合适度指数进行可靠性和有效性测试.
主要成果:
- 最终完成的规模包括36个项目,跨越五个因素:神经生理驱动因素,环境-任务适应,动机-规则认知,情感-社会互动和支持系统缺陷.
- 证明了高的内部一致性 (克朗巴赫的α:0.8870.908).
- 确认因素分析证实了优秀的模型匹配 (CFI=0.996,RMSEA=0.012).
结论:
- 特殊教育需求儿童行为问题归因表是一个可靠和有效的工具.
- 该尺度为评估和干预CSEN在中国包容性教育环境中的行为问题提供了一个科学合理的工具.
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