Research on Measurement of Secondary School Students' Learning Happiness
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摘要: 对中学生学习幸福感结构模型提出两种理论构想:由3维度组成的二阶模型1(M1) 和4维度组成的二阶模型2(M2)。编制87个题项的测量量表对7818名中学生进行初测, 经探索性因素分析和验证性因素分析, 依据心理测量原理修订成由58个题项构成的2015版中学生学习幸福感量表, 用5646个被试数据对两种理论模型进行比较, 结果表明M2更为理想。最终确定中学生学习幸福感的结构为由学习兴致与学习效能感构成的愉悦感, 由学力优越感、学业乐观和求解欲构成的希望感, 由积极关系构成的亲善感以及由喜新感和流畅感构成的沉浸感这8个一阶因子4个二阶维度组成的二阶结构模型。中学生学习幸福感量表具有较高的信度和效度。Abstract: Following the theories and extensive studies on the learning happiness of secondary school students both in China and other countries, and based on the survey among teachers and students through interviews and descriptive questionnaire, this study first defined the learning happiness of secondary school students as a passion and immersion experienced by students in fulfilling their learning tasks in schools, a sense of pride while learning and a sense of expectation as well as multi-level pleasure generated in the process. It then suggested two models of learning happiness of secondary school students: M1 (a second order model consisting of eight first order factors and three second order dimensions), and M2 (a second order model consisting of eight first order factors and four second order dimensions). Based on the theoretical framework, the study designed a learning happiness scale containing 87 items and conducted a preliminary measurement on 7, 818 secondary school students. The two models were tested and compared through an exploratory factor analysis and confirmatory factor analysis. The result showed that M2 was more desirable. It is confirmed that learning happiness of secondary school students involves pleasure consisting of interest and efficacy, hope consisting of stronger learning capacity, optimism and inquisitiveness, rapport consisting of positive relationships and immersion from a sense of freshness and fluency. After revising the learning happiness scale and deleting some items, the authors developed the final version of the 2015 scale of secondary school students' learning happiness, which consists of 58 items in four sub-scales to measure pleasure, hope, rapport and immersion. Further test of the psychometric properties showed the split-half reliability was 0.893; internal consistency was 0.929; the root mean square residual was 0.070 and the main fit indexes all reached 0.97. The overall psychometric test results showed considerable reliability and validity. The psychological measurement indicators showed that the scale was of good performance.
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Key words:
- secondary school students /
- learning happiness /
- pleasure /
- hope /
- rapport /
- immersion
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表 1 两个模型初测二阶维度的CFA拟合度指数 (n=6853)
模型 x2 df x2/df CFI NFI NNFI IFI RFI RMSEA M1 12995.18 241 53.92 0.95 0.94 0.94 0.95 0.94 0.085 M2 8349.39 238 35.08 0.97 0.96 0.96 0.98 0.96 0.071 
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表 2 两个模型正测二阶结构的CFA拟合度指数 (n=5646)
模型 x2 Df x2/df CFI NFI NNFI IFI RFI RMSEA M1 7910.73 178 44.44 0.95 0.95 0.94 0.95 0.94 0.088 M2 5055.21 176 28.72 0.97 0.97 0.97 0.97 0.97 0.070
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表 3 中学生学习幸福感各分量表及总量表的信度表
题项与量表的相关系数 分半信度 同质信度 学习兴致 0.288**~0.582** 0.808 0.843 学习效能感 0.282**~0.594** 0.805 0.882 希望感 0.284**~0.656** 0.878 0.898 学业乐观 0.352**~0.658** 0.852 0.870 求解欲 0.372**~0.651** 0.786 0.781 亲善感 0.241**~0.440** 0.825 0.837 沉浸感 0.273**~0.528** 0.683 0.767 喜新感 0.416**~0.679** 0.587 0.587 学习幸福感 0.241**~0.658** 0.893 0.929 注：**p < 0.01
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