摘要
目的:初编4～6年级学生学习策略量表,进行项目分析并检验其信、效度。方法:正式量表采用整群取样法在长沙、衡阳地区抽取城市、城乡结合、农村6所小学973例有效样本。同时,获重测样本80例,校标样本共356例。结果:量表由10个分量表,53个项目构成。各项目通俗性水平为0.64～0.89,大于0.7的占83.02%,各项目题总相关和决断值均有统计意义。总量表α系数和分半信度分别为0.93和0.91,重测信度为0.47。各年级量表总分与学习策略意识总分的相关为0.46～0.73,与学业成绩的相关为0.35。结论:量表项目通俗易懂,区分度优良;各种信度检验达到测量学的基本要求;效度良好。
Objective： To develop the Learning Strategies Scale（LSS） for 4～6th Graders.Methods： The samples were adopted in cluster sampling from Changsha and Hengyang.Formal samples consisted of 973 pupils from 6 primary schools.Among them,80 subjects were retested.Results： The LSS for 4～6th Graders was composed of 10 subscales with 53 items.The popularities of the items ranged from 0.64 to 0.89,and 83.02% items were higher than 0.70.The item-total correlations and the critical ratios（CR） were quite significant.The Cronbach＇s α coefficient of the scale was 0.93,and the split-half coefficient of the scale was 0.91.The test-retest reliability was 0.47.The correlations between the scores and the sense of learning strategies test scores ranged from 0.46 to 0.73,and the correlations between the scores and academic performances was 0.35.Conclusion： The popularities of the items are rational and the discrimination is fine.Reliabilities and validity reach the basic demand of measurement standards.
出处
《中国临床心理学杂志》
CSSCI
CSCD
2011年第4期466-469,共4页
Chinese Journal of Clinical Psychology
基金
湖南省教育科学规划"十一五"资助课题重点项目(XJK08AXL001)
关键词
学习策略
小学生
心理测量学研究
Learning Strategies
Primary students
Psychometric study
