题名

中學生解釋風格量表之編製及其效度研究

并列篇名

The Construct of the Explanatory Style Inventory

DOI

10.7040/GJ.200206.0131

作者

高民凱(Min-Kai Gao);林清文(Chin-Wen Lin)

关键词

中學生 ; 量表編製 ; 解釋風格 ; 憂鬱 ; Depression ; Explanatory style ; High school student ; Inventory development

期刊名称

彰化師大輔導學報

卷期/出版年月

23期(2002 / 06 / 01)

页次

131 - 162

内容语文

繁體中文

中文摘要

本研究參酌「習得無助的修訂模式」(Abramson, Seligman, & Teasdale, 1978)之架構,並實地訪談中學生,收集中學生在生活中常發生的事件及其可能的解釋,以為編擬題目時的依據,透過量表編製程序編製「中學生解釋風格量表」,並以多種途徑建立量表的信度、效度資料。所得資料經皮爾遜積差相關法、因素分析等統計方法處理。研究結果摘要如下: 1.中學生解釋風格量表具有良好的穩定性,量尺的隔雙週重測信度介於.52~.67;然其內部一致性仍未臻理想,量尺的Cronbach α係數介於.16~.62。 2.中學生解釋風格量表和不同型式量表的同時關速效度,「正向事件個人性解釋風格量尺」、「負向直件個人性解釋風格量尺」、「正向事件通則性解釋風格量尺」、「負向事件通則性解釋風格量尺」等四個基本量尺介於0~.36,「正向事件解釋風格量尺」、「負向事件解釋風格量尺」、「解釋風格量尺」等三個組合量尺介於.08~.31。在因素考驗中,「正向事件解釋風格量尺」及「負向事件解釋風格量尺」各可得二因素,分別可解釋16.11%、14.96%的量尺變異量,符合量尺所依據的理論結構。 3.中學生解釋風格量表和以CAVE技術進行的評量之間的相關係數介於-.12~.06。另外,四個基本量尺之間的相關介於-.07~.13。 4.中學生的解釋風格和同時及未來的憂鬱傾向之間有顯著相關,符合量尺所依據的理論結構。

英文摘要

The purpose of this study was to construct an instrument, the Explanatory Style Inventory –ESI. ESI was expected to use in evaluating high school student’s explanatory style. The literature was reviewed to initial the schema of evaluation, and the standardized procedure of instrument developing was used to construct ESI. 3,852 subjects completed the ESI. All quantitative data was analysis by SPSS, the statistical analysis result supported the validity and reliability of ESI. The main findings of this study were as follows: 1. the ESI has good test-retest reliability and preservative internal consistency. 2. The concurrent validity between different types of the ESI was modest and its construct validity was good. 3. The concurrent validity between the CAVE rating and the scores from the ESI was not good. The correlations between the four scales of the ESI range from -.07 to -.13. 4. The correlations between high school student’s explanatory style and their concurrent and future depression tendency were salient. Many suggestions was prompted according to the results and it’s discussions.

主题分类 社會科學 > 心理學
社會科學 > 教育學
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被引用次数
  1. 蔡麗珍、蔡依玲、黃筱涵、陳婉真(2013)。「考試表現歸因量表」編製之研究。德明學報,37(2),43-62。
  2. 曾文志、陳美芳、王蕾雁(2013)。「中學生解釋型態量表」之編製。測驗學刊,60(1),43-65。
  3. 陳淑貞、翁毓秀(2006)。非行少年依附、解釋風格與自我概念之相關研究。輔導與諮商學報,28(1),29-49。
  4. 高民凱、林清文(2008)。中學生的解釋風格、生活壓力和憂鬱之關係:從憂鬱的認知特異質—壓力模式探討。輔導與諮商學報,30(1),41-59。
  5. 林清文(2002)。自我調整課業學習模式在課業學習諮商的應用。彰化師大輔導學報,23,229-275。
  6. 辛怡葳、吳秉叡、余民寧(2014)。正向事件解釋風格、提升式希望感與復原力之模式驗證:以學習障礙學生為例。特殊教育學報,40,1-34。
  7. (2004)。解釋形態與科技創造力。初等教育學刊,17,123-152。
  8. (2006)。兒童解釋形態、領域知識及創意生活經驗與科技創造力之關係。教育與心理研究,29(2),339-368。