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Adaptation and Validation of the Chinese Version of Fear of Failure in Learning Scale 学习失败恐惧量表中文版的改编与验证
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2024-06-04 DOI: 10.1177/07342829241257867
Yikang Chen, Harold Chui, Yanghua Huang, R. B. King
Fear of failure undermines students’ learning and well-being. However, despite the prevalence of fear of failure, there is a lack of a measurement tool explicitly designed to assess the fear of failure in learning among Chinese students. This study aimed to adapt and validate the Chinese version of the Fear of Failure in Learning Scale (C-FOFLS). Exploratory factor analyses were conducted for the adaptation group ( N = 353) and a four-factor solution was found. The construct validity of the four-factor structure was subsequently confirmed by item-level analysis and confirmatory factor analysis for the validation group ( N = 366). The final scale was comprised of 22 items and had four underlying dimensions: shame, performance avoidance, learned helplessness, and self-handicapping. Pearson correlation analyses demonstrated satisfactory convergent validity and concurrent validity of the C-FOFLS. C-FOFLS could be a valuable tool for conducting research on the fear of failure in learning of Chinese students.
害怕失败会影响学生的学习和身心健康。然而,尽管害怕失败的现象普遍存在,却缺乏一个明确设计的测量工具来评估中国学生对学习失败的恐惧。本研究旨在改编并验证学习失败恐惧量表(C-FOFLS)的中文版。我们对改编组(353 人)进行了探索性因子分析,发现了一个四因子解。随后,对验证组(366 人)进行了项目级分析和确认性因素分析,确认了四因素结构的建构效度。最终量表由 22 个项目组成,包含四个基本维度:羞耻感、逃避成绩、习得性无助和自我暗示。皮尔逊相关分析表明,C-FOFLS 的收敛效度和并发效度均令人满意。C-FOFLS可以作为研究中国学生学习失败恐惧的重要工具。
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引用次数: 0
When Adding One Questionnaire Item Makes a Difference: Representing the Theme of Feeling Cared About in the Expanded General Mattering Scale (The GMS-6) 增加一个问卷项目会产生什么影响?在扩展的一般马汀量表(GMS-6)中体现 "被关心感 "主题
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2024-05-27 DOI: 10.1177/07342829241255232
Gordon L. Flett, Taryn Nepon
Converging lines of evidence suggest that a feeling of being cared for and cared about is a key element of the feeling of mattering to other people. In the current article, we summarized theoretical observations and the findings of research investigations that indicate that the feeling of being cared about is central to the mattering construct. We then evaluated the role of feeling cared for in an extended six-item General Mattering Scale (GMS-6). A sample of 276 university students completed the GMS-6 and self-report measures of depression and loneliness. Psychometric tests established that a six-item version has one factor and enhanced internal consistency. Correlational analyses confirmed that mattering is associated negatively with depression and loneliness. Hierarchical regression analyses indicated that the additional focus on feeling cared about predicts unique variance in depression and loneliness beyond the considerable amount of variance predicted by the original GMS. The lack of feeling cared as measured by the GMS-6 was established as especially relevant to loneliness. Our discussion focuses on key directions for future research and for the need for a greater emphasis on caring as part of mattering from a construct validity perspective.
汇集起来的证据表明,被关心和被关注的感觉是对他人而言重要感的关键因素。在这篇文章中,我们总结了理论观察和研究调查的结果,这些结果表明,被关心的感觉是重要感建构的核心。然后,我们在一个扩展的六项目一般重要感量表(GMS-6)中评估了被关心感的作用。276 名大学生完成了 GMS-6 以及抑郁和孤独的自我报告测量。心理计量测试表明,六项目量表只有一个因子,内部一致性更强。相关分析证实,"重要感 "与抑郁和孤独感呈负相关。层次回归分析表明,额外关注被关心的感觉可以预测抑郁和孤独的独特差异,超出了原始 GMS 预测的大量差异。GMS-6所测量的缺乏被关心感与孤独感尤其相关。我们的讨论集中于未来研究的主要方向,以及从构建有效性的角度来看,需要更加重视作为 "重要性 "一部分的 "关心"。
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引用次数: 0
The Social Self-Efficacy Scale for Spanish and Portuguese (13–18-Year-Olds) Adolescents: Psychometric Properties and Measurement Invariance 西班牙语和葡萄牙语(13-18 岁)青少年社交自我效能感量表:心理测量学特性和测量不变性
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2024-05-23 DOI: 10.1177/07342829241241923
Vanesa Salado, Tania Gaspar, C. Moreno-Maldonado, M. Gaspar de Matos, Francisco Rivera
Introduction: Social self-efficacy refers to peoples’ beliefs about their ability to establish effective social relationships. During adolescence, it has been related to positive social relationships, skills to cope with adverse experiences, and health. While prior research has focused on the general dimension of self-efficacy, this study aims to examine the reliability and validity of the subscale social self-efficacy in Spanish and Portuguese adolescents across gender, age, and country. Method: The sample, selected from the 2018 Health Behaviour in School-aged Children (HBSC) study, was composed of 20,691 13–18-year-old adolescents from Spain and Portugal (48.2% boys and 51.8% girls). The scale’s reliability and internal and external validity were examined systemically across sex, age, and country, as well as testing measurement invariance according to these variables. Results: Data showed adequate evidence of reliability ( α = 0.85), as well as internal and external validity, thus demonstrating the scale’s stability and applicability in similar research contexts. Conclusions: Social self-efficacy fosters individual and social well-being in youth, as well as healthy and positive development. Use of this subscale in evaluation and intervention programs could further our understanding about different dimensions of adolescent development.
引言社交自我效能感是指人们对自己建立有效社交关系能力的信念。在青少年时期,它与积极的社会关系、应对不良经历的技能和健康有关。以往的研究主要集中在自我效能感的一般维度,而本研究旨在考察西班牙和葡萄牙青少年在不同性别、年龄和国家的社会自我效能感分量表的可靠性和有效性。研究方法:样本选自 2018 年学龄儿童健康行为(HBSC)研究,由来自西班牙和葡萄牙的 20691 名 13-18 岁青少年组成(男生占 48.2%,女生占 51.8%)。该量表的信度和内外部效度在不同性别、年龄和国家之间进行了系统性检验,并根据这些变量检验了测量不变量。结果显示数据显示了充分的信度(α = 0.85)以及内部和外部效度,从而证明了该量表在类似研究环境中的稳定性和适用性。结论社会自我效能感能促进青少年的个人和社会福祉以及健康积极的发展。在评估和干预项目中使用该子量表可以进一步加深我们对青少年发展不同层面的理解。
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引用次数: 0
Failure Sensitivity in Perfectionism and Procrastination: Fear of Failure and Overgeneralization of Failure as Mediators of Traits and Cognitions 完美主义和拖延症中的失败敏感性:害怕失败和过度概括失败是特质和认知的媒介
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2024-05-07 DOI: 10.1177/07342829241249784
Lital Yosopov, Donald H. Saklofske, Martin M. Smith, Gordon L. Flett, Paul L. Hewitt
The current study investigated perfectionism and procrastination from the trait and cognitive perspectives and addressed how they relate to components of a personal orientation toward failure. A sample of 327 undergraduate students completed three perfectionism measures (i.e., Frost Multidimensional Perfectionism Scale, Hewitt–Flett Multidimensional Perfectionism Scale, and Perfectionism Cognitions Inventory), two procrastination measures (i.e., Lay Procrastination Scale and Procrastinatory Cognitions Inventory), and measures of fear of failure and overgeneralizing failure. Correlational analyses showed that the composite trait dimension of perfectionistic concerns and the cognitive dimension of perfectionistic automatic thoughts had modest links with trait procrastination but much stronger links with the cognitive measure of procrastinatory automatic thoughts. All perfectionism and procrastination measures were significantly correlated with fear of failure and overgeneralization of failure. More extensive analyses showed that fear of failure mediated trait and cognitive pathways between perfectionism and procrastination, and the overgeneralization of failure mediated most pathways. Other evidence supported a sequential mediation between perfectionism and procrastination (i.e., fear of failure followed by the overgeneralization of failure). Overall, the results suggest that procrastinating perfectionists have a cognitive hypersensitivity to failure and a potentially debilitating form of perfectionistic reactivity characterized by overgeneralizing failures to the self. The theoretical and practical implications are discussed.
本研究从特质和认知角度对完美主义和拖延症进行了调查,并探讨了它们与个人失败取向的组成部分之间的关系。327名本科生完成了三项完美主义测量(即弗罗斯特多维完美主义量表、休伊特-弗莱特多维完美主义量表和完美主义认知量表)、两项拖延测量(即莱伊拖延量表和拖延认知量表)以及对失败的恐惧和对失败的过度概括测量。相关分析表明,完美主义关注的综合特质维度和完美主义自动想法的认知维度与特质拖延症的联系不大,但与拖延自动想法的认知测量的联系要强得多。所有完美主义和拖延的测量指标都与对失败的恐惧和对失败的过度概括有明显的相关性。更广泛的分析表明,对失败的恐惧介导了完美主义和拖延之间的特质和认知路径,而对失败的过度概括介导了大多数路径。其他证据也支持完美主义与拖延之间的顺序中介作用(即先是对失败的恐惧,然后是对失败的过度概括)。总之,研究结果表明,拖延的完美主义者对失败具有认知上的过敏性,并具有一种潜在的削弱完美主义反应的形式,其特点是将失败过度泛化到自我身上。本文讨论了其理论和实践意义。
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引用次数: 0
Validation of the Academic School Climate Scale for Students 学生校园学术氛围量表的验证
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2024-04-26 DOI: 10.1177/07342829241249353
Crystal Spring, Andrea Ochoa
This study sought to develop an Academic School Climate Scale measuring students’ perceptions of the learning environments at their schools. With a pilot sample of 1,265 students and validation sample of 14,773 students in Grades 4–12 in schools across the U.S., results of EFA and CFA supported a bifactor model with a general factor and three subscales: High Standards, Teacher Support of Student Learning, and Peer Support of Learning. We found scalar invariance by gender and race, and metric invariance by grade band. Correlations of the Academic School Climate Scale with open classroom climate and school climate indicated concurrent validity.
本研究旨在开发一种 "学校学术氛围量表",测量学生对学校学习环境的看法。试点样本为 1265 名学生,验证样本为 14773 名美国各地学校 4-12 年级的学生,EFA 和 CFA 的结果支持一个包含总因子和三个子量表的双因子模型:高标准、教师对学生学习的支持以及同伴对学习的支持。我们发现不同性别和种族之间存在标度不变性,不同年级段之间存在度量不变性。学校学术氛围量表与开放式课堂氛围和学校氛围的相关性显示了并发有效性。
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引用次数: 0
Caution is Indicated When Interpreting Behavioral Rating Scales From Stressed Parents 在解释压力过大的父母的行为等级量表时应小心谨慎
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2024-04-24 DOI: 10.1177/07342829241247235
Kelsey N. Klindt, Alice Ann Holland, Alison Wilkinson-Smith, Catherine Karni, Alexis Clyde
Parent rating scales are used at increasing rates across disciplines to track child development and determine diagnoses/needs. This study explored relationships among parental stress and the validity of parents’ ratings of their child’s behaviors. Participants include children who were referred for assessment of behavioral, social-emotional, and development difficulties at a major metropolitan hospital in the United States. Parents completed rating scales regarding their own stress (PSI-4-SF) and child behaviors (BASC-3). Present findings indicate caution is warranted when interpreting parent report data of their child’s behavior in the context of significant parenting stress. Relying exclusively on parent-report information to assess young children in clinical setting appears contraindicated. Family/situational factors beyond the individual child are important to assess.
各学科越来越多地使用家长评分量表来跟踪儿童发展和确定诊断/需求。本研究探讨了家长压力与家长对孩子行为评分的有效性之间的关系。参与者包括在美国一家大型都市医院接受行为、社会情感和发育障碍评估的儿童。家长填写了有关自身压力(PSI-4-SF)和孩子行为(BASC-3)的评分量表。目前的研究结果表明,在解释父母对其子女行为的报告数据时,应谨慎对待父母所承受的巨大压力。在临床环境中,完全依赖家长报告信息来评估幼儿似乎是不可取的。除儿童个体外,家庭/环境因素也是重要的评估因素。
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引用次数: 0
Toward Person-Focused Assessment and Understanding the Human Need to Be Perfect: Commentary and Introduction to the Third Special Issue on Perfectionism 走向以人为本的评估,理解人类追求完美的需求:第三期 "完美主义 "特刊评论与导言
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2024-04-17 DOI: 10.1177/07342829241245460
Gordon L. Flett, Paul L. Hewitt
In the current introductory article, we discuss the importance of balancing the variable-centered research in the perfectionism field with a person-focused approach. We examine the utility of a person-centered approach in assessment, research, and theory and the need to revisit overlooked themes central to understanding people who are extreme perfectionists. Our analysis focuses on addressing the core unaddressed issue of why perfectionists as unique individuals absolutely need to be perfect. We describe measures to assess individual differences in this need to be perfect and themes reflecting the need to be perfect that require investigation. The papers in this third special issue on perfectionism are then introduced and considered as examples of the merits of a broad approach that goes beyond trait perfectionism to also include perfectionistic self-presentation and the cognitive experience of perfectionism. We conclude by examining how certain variable-centered studies described in the current special issue yield insights about perfectionists as people when individuals are considered from a person-focused perspective.
在这篇介绍性文章中,我们讨论了平衡完美主义领域以变量为中心的研究与以人为本的研究方法的重要性。我们探讨了以人为本的方法在评估、研究和理论中的实用性,以及重新审视被忽视的、对理解极端完美主义者至关重要的主题的必要性。我们的分析侧重于解决尚未解决的核心问题,即为什么完美主义者作为独特的个体绝对需要完美。我们描述了评估这种完美需求个体差异的措施,以及需要研究的反映完美需求的主题。然后,我们将介绍第三期完美主义特刊中的论文,并将这些论文作为范例,说明从特质完美主义到完美主义自我表现以及完美主义认知体验等广泛研究方法的优点。最后,我们将探讨本期特刊中介绍的某些以变量为中心的研究,是如何从以人为本的角度来看待完美主义者的。
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引用次数: 0
Trait Perfectionism, L2 Anxiety, and Willingness to Communicate Among Adolescents: Evaluating the Roles of Worrying About Mistakes and Mistake Rumination 青少年的特质完美主义、L2 焦虑和沟通意愿:评估对错误的担忧和错误反刍的作用
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2024-04-08 DOI: 10.1177/07342829241244531
Elyas Barabadi, Gordon L. Flett, Paul L. Hewitt, Seyyed Ayatollah Razmjoo, Mohsen Rahmani Tabar, Fatemeh Chasetareh
The current study investigated the associations among trait perfectionism, worry about mistakes, mistake rumination, L2 anxiety, and willingness to communicate in adolescents. A key element was examining the psychometric properties of a new measure of worry about mistakes as well as the Mistake Rumination Scale and the short Child-Adolescent Perfectionism Scale and its two dimensions (i.e., self-oriented and socially prescribed perfectionism). Our participants were 954 Iranian adolescent English learners. Psychometric tests supported the psychometric properties and use of the mistakes and perfectionism measures. Correlation analyses indicated that both trait perfectionism dimensions were associated with mistake rumination and worry about mistakes, and socially prescribed perfectionism was associated with L2 anxiety. However, self-oriented perfectionism was associated with greater willingness to communicate. Further analyses showed that worry about mistakes and mistake rumination mediated the association that socially prescribed perfectionism had with L2 anxiety. The vulnerabilities of adolescent perfectionists are discussed in terms of the approach-avoidance conflict as it relates to worry about mistakes and pressures to be perfect. It is evident that adolescents who are vulnerable must learn cognitive and emotional regulation techniques to effectively manage mistakes and the pressure to be perfect.
本研究调查了青少年特质完美主义、对错误的担忧、错误反刍、L2 焦虑和沟通意愿之间的关联。研究的一个关键因素是检验新的 "对错误的担忧 "量表、"错误反刍量表 "和简短的 "儿童-青少年完美主义量表 "及其两个维度(即自我导向的完美主义和社会规定的完美主义)的心理测量特性。我们的研究对象是 954 名伊朗青少年英语学习者。心理测试证实了错误和完美主义量表的心理特性和使用方法。相关分析表明,两个特质完美主义维度都与错误反刍和对错误的担忧相关,而社会规定完美主义与学习焦虑相关。然而,以自我为导向的完美主义与更高的交流意愿相关。进一步的分析表明,对错误的担心和错误反刍对社会规定完美主义与外语焦虑之间的联系起到了中介作用。青少年完美主义者的弱点在接近-回避冲突方面进行了讨论,因为它与对错误的担心和追求完美的压力有关。显然,易受伤害的青少年必须学习认知和情绪调节技巧,以有效地处理错误和追求完美的压力。
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引用次数: 0
Assessing and Evaluating the Perfectionism Social Disconnection Model: Social Support, Loneliness, and Distress Among Undergraduate, Law, and Medical Students 评估完美主义社会隔离模型:本科生、法学专业学生和医科学生的社会支持、孤独感和苦恼
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2024-04-08 DOI: 10.1177/07342829241244951
Samantha Chen, Donald H. Saklofske, Gordon L. Flett, Paul L. Hewitt
The current research evaluates the Perfectionism Social Disconnection Model (PSDM) by considering the links between measures of trait perfectionism and perfectionistic self-presentation and measures of social support, loneliness, and distress in cross-sectional research. A particular focus is on perfectionism and levels of social support as assessed by the Social Provisions Scale. The current study also uniquely evaluates levels of perfectionism and perfectionistic self-presentation in undergraduate students, medical students, and law students. The results across samples provided evidence that loneliness mediates the link between interpersonal perfectionism and distress in keeping with the predictions of the PSDM. Correlational results found robust links between loneliness and low levels of social support. Moreover, socially prescribed perfectionism and perfectionistic self-presentation were associated negatively with social support, and this was especially evident in terms of the facet tapping the nondisclosure of imperfections. Group comparisons of perfectionism yielded few significant differences in accordance with expectations. Levels of perfectionism tended to be lower among medical students. However, the links between perfectionism and distress were clearly evident among undergraduates, medical students, and law students, thus attesting to the vulnerability of perfectionistic students in general. Overall, the results further confirm the relevance of perfectionism in distress among students and applicability of the PSDM in various types of students.
目前的研究通过横断面研究,考虑特质完美主义和完美主义自我表现的测量与社会支持、孤独和痛苦的测量之间的联系,对完美主义社会断裂模型(PSDM)进行评估。本研究特别关注完美主义与社会支持水平(由社会供给量表评估)之间的关系。本研究还对本科生、医学生和法学院学生的完美主义和完美主义自我表现水平进行了独特的评估。不同样本的研究结果证明,孤独感在人际完美主义与痛苦之间起到了中介作用,这与 PSDM 的预测是一致的。相关结果发现,孤独感与社会支持水平低之间存在密切联系。此外,社会规定的完美主义和完美主义的自我表现与社会支持呈负相关,这一点在揭示不完美方面尤为明显。完美主义的群体比较结果与预期的差异不大。医学生的完美主义水平往往较低。然而,完美主义与苦恼之间的联系在本科生、医科学生和法学院学生中非常明显,这也证明了完美主义学生的普遍脆弱性。总之,研究结果进一步证实了完美主义与学生的困扰之间的相关性,以及 PSDM 在各类学生中的适用性。
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引用次数: 0
Psychological Well-Being Among Adolescents: The Role of Parenting Styles, Causal Attributions of Academic Success/Failure, and Perceived School Performance 青少年的心理健康:父母教养方式、学业成败的因果归因以及认知的学校成绩的作用
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2024-04-05 DOI: 10.1177/07342829241245462
Alane Pereira Madalena, Gleidson Diego Lopes Loureto, José Anderson Galdino Santos, Layrtthon Carlos de Oliveira Santos, Gabriel Fortes, Leogildo Alves Freires
We investigated the effects of perceived parenting styles, causal attributions for academic success/failure, and perceived school performance (PSP) on adolescents’ psychological well-being (PWB). Participants were 200 Brazilian adolescents who answered the Parenting Styles & Dimensions Questionnaire, the Psychological Well-Being Scale, and the Rating Scale of Causal Attributions for Academic Success/Failure (RSCA). The results showed that adolescents’ PWB was predicted by authoritative parenting style (APS), internal and controllable attributions (appropriate motivations to cope with academic success/failure; ICASF), and PSP. In addition, we tested a mediation model showing that the ICASF mediated the relationship between APS and PSP, which in turn led to better PWB. These results highlighted the relevance of parenting styles and school-based causal attributions for the understanding of adolescents’ mental health. Our findings can support interventions that enable more effective teaching–learning processes, which are associated with higher levels of mental health for the adolescent population.
我们研究了感知到的父母教养方式、学业成功/失败的因果关系以及感知到的学校成绩(PSP)对青少年心理健康(PWB)的影响。200 名巴西青少年回答了 "父母养育方式及维度问卷"、"心理健康量表 "和 "学业成败因果关系评分量表"(RSCA)。结果表明,权威型养育风格(APS)、内部和可控归因(应对学业成败的适当动机;ICASF)以及 PSP 可以预测青少年的学业成绩。此外,我们还测试了一个中介模型,结果表明,ICASF 在权威型教养方式和学业成就感之间起中介作用,进而导致更好的学业成就感。这些结果凸显了父母教养方式和基于学校的因果归因与了解青少年心理健康的相关性。我们的研究结果有助于采取干预措施,使教学过程更加有效,从而提高青少年的心理健康水平。
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引用次数: 0
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Journal of Psychoeducational Assessment
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