小学生心理压力源评价问卷编制及信效度分析

童敏; 王莉; 麦合力亚克孜·吐尔孙尼亚孜; 卢艳; 张淑敏; 史慧静

doi:10.16835/j.cnki.1000-9817.2023.11.023

小学生心理压力源评价问卷编制及信效度分析

doi: 10.16835/j.cnki.1000-9817.2023.11.023

1.
复旦大学公共卫生学院妇幼与儿少卫生教研室, 上海 200032
2.
上海市嘉定区精神卫生中心教育培训科

基金项目:

上海市加强公共卫生体系建设三年行动计划(2023—2025年)重点学科建设项目 GWVI-11.1-32

详细信息

作者简介:
童敏(1999-), 女, 安徽安庆人, 在读硕士, 主要研究方向为儿少卫生与妇幼保健学

通讯作者:
史慧静, E-mail: hjshi@fudan.edu.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G444 R195 R179
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- 文章访问数: 239
- HTML全文浏览量: 85
- PDF下载量: 42
- 被引次数: 0
出版历程
- 收稿日期: 2023-09-11
- 修回日期: 2023-09-25
- 网络出版日期: 2023-11-27
- 刊出日期: 2023-11-25

Reliability and validity assessment of Daily Stressors Evaluation Questionnaire for Primary School Students

1.
Department of Maternal, Child and Adolescent Health, School of Public Health, Fudan University, Shanghai (200032), China

摘要

摘要: 目的编制小学生心理压力源评价问卷并进行信效度评价, 为小学生心理压力源评估提供有效的测评工具。方法 2020年11月采用方便抽样法对上海市嘉定区10名小学生开展半结构式访谈, 通过文献综述、半结构式访谈、专家咨询等, 形成59个问题条目; 2021年3月, 选取上海市嘉定区和静安区的138名小学生进行预调查, 经条目筛选和平行分析后形成正式问卷。2021年4-5月采用分层整群抽样, 对上海市嘉定区5所小学的四、五年级1 618名在校生进行调查, 以进一步检验问卷的信效度。结果小学生心理压力源评价问卷最终包含22个条目, 分为学习压力、自我身心压力、家庭压力和人际交往压力4个维度。内部一致性检验结果显示, 问卷总的Cronbach α系数为0.904, 各维度的Cronbach α系数为0.689~0.803;总的Guttman分半信度为0.885, 各维度的Guttman分半信度为0.582~0.732。验证性因子分析结果显示, 问卷χ²/df= < 4.00, RMSEA < 0.08, TLI和CFI均>0.80。利用ROC曲线评估问卷的临界值为31分, 此时曲线下面积为0.783, 灵敏度和特异度分别为71.43%, 73.39%, 阳性预测值和阴性预测值分别为23.26%, 95.79%。结论编制的小学生心理压力源评价问卷具有良好的信效度, 可作为小学生心理压力源的评估工具。
- 压力 /
- 精神卫生 /
- 问卷调查 /
- 学生
Abstract: Objective To develop the Daily Stressor Evaluation Questionnaire for Primary School Students and to evaluate the reliability and validity of the questionnaire. Methods In November 2020, a convenience sampling method was used to conduct semi-structured interviews with 10 primary school students in Jiading District, Shanghai.Through literature review, semi-structured interviews, and expert consultation, 59 question items were developed, and 138 elementary school students in 2 districts in Shanghai were selected for a pre-survey in March 2021, and the formal questionnaire was formed after item screening and parallel analysis.Stratified cluster sampling was used to survey a total of 1 618 fourth-and fifth-grade students enrolled in five elementary schools in Jiading District, Shanghai from April to May, 2021, to further test the reliability of the questionnaire. Results The Daily Stressor Evaluation Questionnaire for Primary School Students contained 4 dimensions and 22 items in total.The internal consistency test showed that cronbach α coefficient of the questionnaire was 0.904 and Cronbach α coefficient of each dimension was between 0.689 to 0.803.The Guttman split-half reliability was 0.885 and ranged from 0.582 to 0.732 for each dimension.The results of the validation factor analysis showed that the χ²/df of the questionnaire was less than 4, the root mean square error of approximation was less than 0.08, and the Tueker-Lewis index and comparative fit index were above 0.80.The critical value of using the ROC curve to evaluate the questionnaire was 31 points.At this point, the area under the curve was determined to be 0.783, while the sensitivity and specificity were found to be 71.43% and 73.39%, respectively.Additionally, the positive predictive value and negative predictive value were calculated to be 23.26% and 95.79%, respectively. Conclusion The Daily Stressor Evaluation Questionnaire for Primary School Students developed in this study has good reliability and validity and can be used as an assessment tool for evaluating stressors in primary school students.
- Pressure /
- Mental health /
- Questionnaires /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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图 1 小学生心理压力源问卷的ROC曲线

Figure 1. ROC curve of Daily Stressors Evaluation Questionnaire for Primary School Students

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表 1 小学生心理压力源评价问卷预调查数据条目筛选和维度(n=138)

Table 1. The selection of items and division of dimensions on pre-survey data of Daily Stressors Evaluation Questionnaire for Primary School Students(n=138)

维度及条目	总相关系数	条目分布考察法/%
学习压力
准备各种考试或者等待考分公布	0.61^**	51.45
考试成绩不理想	0.73^**	55.07
升学问题(如小升初)	0.61^**	69.57
学习任务紧或课业负担超出自己的能力范围	0.71^**	75.36
过度参加补课、兴趣班	0.30^**	66.67
突发公共事件(包括新冠病毒感染疫情等)	0.61^**	76.09
自我身心压力
自己的情绪不良(包括经常情绪低落、心情起伏)	0.54^**	74.64
恐怖的影视、小说、杂志等	0.49^**	79.71
自己的强迫、拖延、粗心等习惯	0.64^**	74.64
睡眠不好(睡眠时间过少、入睡困难或易醒等)	0.57^**	70.29
自己有慢性健康问题(如哮喘、近视、肥胖等)	0.56^**	76.09
对自我期望高	0.44^**	70.29
家庭压力
父母管教严格，经常被父母训斥	0.68^**	63.04
父母感情不和或家庭破裂	0.66^**	73.91
家庭发生意外变故(如亲人病重、死亡、受灾等)	0.59^**	72.46
父亲和母亲的管教方式不一致	0.62^**	73.91
父母期望高	0.49^**	75.36
人际交往压力
被同学或朋友误解、误会	0.67^**	62.32
被同学朋友歧视、冷落或欺凌	0.74^**	71.74
当众丢面子或名誉受损	0.72^**	71.01
与同学朋友发生争吵、纠纷	0.68^**	76.09
被老师批评、处罚或指责	0.71^**	78.99
注：**P < 0.01。

下载: 导出CSV

生活事件	无	轻度	中度	重度	极重度
(1)准备各种考试或者等待考分公布	0	1	2	3	4
(2)父母管教严格，经常被父母训斥	0	1	2	3	4
(3)被同学或朋友误解、误会	0	1	2	3	4
(4)自己的情绪不良(包括经常情绪低落、心情起伏)	0	1	2	3	4
(5)恐怖的影视、小说、杂志等	0	1	2	3	4
(6)考试成绩不理想	0	1	2	3	4
(7)被同学朋友歧视、冷落或欺凌	0	1	2	3	4
(8)父母感情不和或家庭破裂	0	1	2	3	4
(9)当众丢面子或名誉受损	0	1	2	3	4
(10)升学问题(如小升初)	0	1	2	3	4
(11)与同学朋友发生争吵、纠纷	0	1	2	3	4
(12)家庭发生意外变故(如亲人病重、死亡、受灾等)	0	1	2	3	4
(13)自己的强迫、拖延、粗心等习惯	0	1	2	3	4
(14)学习任务紧或课业负担超出自己的能力范围	0	1	2	3	4
(15)过度参加补课、兴趣班	0	1	2	3	4
(16)父亲和母亲的管教方式不一致	0	1	2	3	4
(17)被老师批评、处罚或指责	0	1	2	3	4
(18)睡眠不好(睡眠时间过少，入睡困难或易醒等)	0	1	2	3	4
(19)自己有慢性健康问题(如哮喘、近视、肥胖等)	0	1	2	3	4
(20)对自我期望高	0	1	2	3	4
(21)突发公共事件(包括新冠病毒感染疫情等)	0	1	2	3	4
(22)父母期望高	0	1	2	3	4

下载: 导出CSV

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