该研究对Litman (2008)开发的I/D认知好奇心量表(I/D Epistemic Curiosity Scale, I/D ECS)进行汉化,并在中国大学生群体中验证其信效度。认知好奇心分为兴趣型(I型)和剥夺型(D型),分别反映个体对知识探索的愉悦感和对知识缺口的填补需...该研究对Litman (2008)开发的I/D认知好奇心量表(I/D Epistemic Curiosity Scale, I/D ECS)进行汉化,并在中国大学生群体中验证其信效度。认知好奇心分为兴趣型(I型)和剥夺型(D型),分别反映个体对知识探索的愉悦感和对知识缺口的填补需求。研究通过翻译、回译和验证性因子分析(CFA)等方法,检验中文版量表的心理测量学特性。结果显示,量表具有良好的结构效度和信度(Cronbach’s α > 0.80),且与成就目标定向、感觉寻求及开放性人格显著相关。研究为认知好奇心的跨文化研究提供了新视角,并为中国教育心理学领域提供了可靠的测量工具。This study aimed to adapt the I/D Epistemic Curiosity Scale (I/D ECS) developed by Litman (2008) into Chinese and validate its reliability and validity among Chinese university students. Epistemic Curiosity, divided into Interest-type (I-type) and Deprivation-type (D-type), reflects individuals’ pleasure in exploring knowledge and their need to fill knowledge gaps, respectively. Through translation, back-translation, and confirmatory factor analysis (CFA), the psychometric properties of the Chinese version of the scale were examined. The results indicated that the scale demonstrated good structural validity and reliability (Cronbach’s α > 0.80) and was significantly correlated with achievement goal orientation, sensation seeking, and openness to experience. This study provides new insights for cross-cultural research on Epistemic Curiosity and offers a reliable measurement tool for the field of educational psychology in China.展开更多
文摘该研究对Litman (2008)开发的I/D认知好奇心量表(I/D Epistemic Curiosity Scale, I/D ECS)进行汉化,并在中国大学生群体中验证其信效度。认知好奇心分为兴趣型(I型)和剥夺型(D型),分别反映个体对知识探索的愉悦感和对知识缺口的填补需求。研究通过翻译、回译和验证性因子分析(CFA)等方法,检验中文版量表的心理测量学特性。结果显示,量表具有良好的结构效度和信度(Cronbach’s α > 0.80),且与成就目标定向、感觉寻求及开放性人格显著相关。研究为认知好奇心的跨文化研究提供了新视角,并为中国教育心理学领域提供了可靠的测量工具。This study aimed to adapt the I/D Epistemic Curiosity Scale (I/D ECS) developed by Litman (2008) into Chinese and validate its reliability and validity among Chinese university students. Epistemic Curiosity, divided into Interest-type (I-type) and Deprivation-type (D-type), reflects individuals’ pleasure in exploring knowledge and their need to fill knowledge gaps, respectively. Through translation, back-translation, and confirmatory factor analysis (CFA), the psychometric properties of the Chinese version of the scale were examined. The results indicated that the scale demonstrated good structural validity and reliability (Cronbach’s α > 0.80) and was significantly correlated with achievement goal orientation, sensation seeking, and openness to experience. This study provides new insights for cross-cultural research on Epistemic Curiosity and offers a reliable measurement tool for the field of educational psychology in China.
