摘要
目的:对特质性元情绪量表(TMMS)在中学生群体中进行初步应用,为研究中学生情绪智力提供可靠有效的测量工具。方法:通过4次抽样,共计调查1910名有效被试。初测调查55人进行TMMS条目的通俗度检验;再测调查688人进行项目分析和探索性因素分析形成正式中文TMMS量表;正式调查1108人,全部被试完成TMMS和私我意识量表(PRICS)、公我意识量表(PUBCS)、情感辨别障碍量表(DIF)、情感描述障碍量表(DDF)和青少年乐观倾向问卷(OIA)来考核聚会效度、区分效度,社会焦虑量表(SOC)来考核效标效度。此外,抽取其中263人进行验证性因素分析,59人在4周后进行重测。结果:中文版TMMS分为情绪注意、情绪辨别和情绪修复三个维度,分别有7,9,6个条目。总量表和分量表的α系数在0.72~0.77之间;四周重测组内相关系数在0.70~0.85之间;考虑方法学效应后的主要适配度指标χ2/df=1.65,GFI=0.91,CFI=0.87,RMSEA=0.05;TMMS与PIRCS的相关在0.15~0.24,与DIF的相关在-0.12^-0.48,与DDF的相关在-0.17^-0.41,与OIA的相关在0.21~0.52,情绪注意与PUBCS的相关为0.24,情绪辨别和情绪修复与SOC的相关为-0.18和-0.22(均P<0.01)。结论:特质性元情绪量表具有较好的信效度,是测量中学生情绪智力的适宜工具。
Objective： To introduce the Trait Meta-Mood Scale（TMMS）, and apply it to Chinese middle school students. Methods： A total 1910 middle school students were recruited from four samplings. The first sample included 55 partici- pants. Based on two-way translation, the researchers primarily tested intelligibility of the items. Then, the researchers in- vestigated a total 688 students for item analysis and exploratory factor analysis. Succeedingly, a total 1108 participants were asked to complete a battery of structured questionnaires, including the Chinese version of TMMS, Private Conscious- ness Subscale （PRICS）, Public Consciousness Subscale （PUBCS）, Difficulty Identifying Feelings Subscale （DIF）, Difficulty Describing Feelings Subscale（DDF）, Optimism Inventory in Adolescent （OIA）, Social Anxiety Subscale（SAS）. At last, the ~researcher investigated 263 students to conduct the confirmatory factor analysis （CFA）, and 59 students to examine the four-week test-retest reliability. Results： The CFA showed that the structure of the TMMS was rational： x2/df=1.65, GFI= 0.91, CFI=0.87, RMSEA--O.05. The Cronbach＇s alpha coefficient of the TMMS and all subscales ranged from 0.71 to 0.77. The test-retest reliabilities（4 weeks interval） was 0.70-0.85（ICC）. For the three subscales scores of TMMS, the correlation coefficients were 0.15-0.24 to PRICS, -0.12-0.48 to DIF, -0.17-0.41 to DDF, 0.21-0.52 to OIA; the correlation coef- ficient between Attention subscale to PUBCS was 0.24, and between the Clarity and Repair subscales scores to SAS were -0.18 and -0.22, respectively （Ps〈0.01）. Conclusion： The Chinese Version of TMMS is a reliable and valid instrument for assessing emotional intelligence of middle school students.
出处
《中国临床心理学杂志》
CSSCI
CSCD
北大核心
2013年第4期567-571,共5页
Chinese Journal of Clinical Psychology
关键词
情绪智力
特质性元情绪量表
中学生
Emotional intelligence
The trait meta-mood scale
Middle school students
