摘要
目的:修订兰格专念量表(Langer Mindfulness Scale,LMS)中文版,考察其在中国中小学教师群体中的信度和效度。方法:在北京市11所中小学收集有效数据623份,并在三周后对其中的60人进行重测,重测有效数据48份。结果:LMS中文版包含13个题目,由寻求新意、创造新意和专注3个因子构成,验证性因素分析表明结构效度较好,与其他量表得分的相关分析结果表明效标关联效度较好。总量表的α系数为0.844,各分量表的α系数在0.550到0.832之间,总量表的重测信度为0.809,各分量表的重测信度在0.566到0.717之间。男性教师在该量表上的得分显著高于女性教师,高学历教师群体得分显著高于低学历教师群体;不同职位、不同婚姻状态的教师群体在该量表得分上差异不显著。结论:LMS中文版在中国中小学教师群体有良好的信效度。
Objective： To revise the Langer Mindfulness Scale（LMS） in Chinese teachers and measure the validity and reliability of the scale. Methods： 623 effective data was collected in 11 primary schools and middle schools, 60 of them were retested after 3 weeks, among which we collected 48 effective data. Results： Chinese version of LMS includes 13 items, and consists of three factors（i.e, novelty seeking, novelty producing and engagement）. Exploratory factor analysis and confirmatory factor analysis results showed a good structural validity of the Chinese version of LMS. Correlation with other scales showed a good criterion related validity of the scale. Cronbaeh＇ set coefficient of the LMS was 0.844, and the coeffi- cients of the three subseales were between 0.550 and 0.832. The test-retest reliability of LMS was 0.809, and the test-retest reliability of each of the three subseales was between 0.566 and 0.717. The scores on the scales were significantly higher in males than in females, and higher in teachers with higher level of education. Job positions and marital status were not signif- icantly correlated with teachers＇ scores on the scale. Conclusion： The Chinese version of Langer Mindfulness Scale（LMS） has acceptable psychometric quality in Chinese teachers.
出处
《中国临床心理学杂志》
CSSCI
CSCD
北大核心
2014年第1期69-73,共5页
Chinese Journal of Clinical Psychology
基金
北京市教育科学"十二五"规划2012年度重点课题"北京市中小学教师心理资本的现状调查及开发研究"(AIA12113)资助
关键词
兰格专念量表
中小学教师
信度
效度
Langer mindfulness scale
Teachers
Reliability
Validity
