马来语学校情境自我效能感问卷:小学早期青少年的发展、信度和有效性

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL European Journal of Education and Psychology Pub Date : 2019-04-17 DOI:10.30552/EJEP.V12I1.243
V. Ng, David Heyne, Y. Kueh, Maruzairi Husain
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引用次数: 2

摘要

应对学校相关情况的低自我效能感(SE)被认为与拒绝上学有关。本研究检验了马来语版学校情境自我效能感问卷(SEQ–SS)在哥打巴鲁早期青少年中的有效性和可靠性。25项目SEQ–SS的英文版被翻译成马来语。采用横断面设计,通过比例整群抽样,从五所随机选择的公立小学招募学生(10-11岁)。215名学生,65%为女性,平均年龄10.3岁(SD=0.5),完成了马来语SEQ–SS。通过探索性因素分析(EFA)检验有效性。Cronbachα用于确定内部一致性。平均值和标准差用于描述总分和分量表得分。全民教育分析保留了19个项目,这些项目分为四个因素:“处于社会挑战性环境中的中等教育水平”、“处于个人挑战性环境下的中等教育程度”、“脱离学校环境中的高等教育水平”。内部一致性较低,接近中等,Cronbachα值在0.64和0.69之间。马来SEQ–SS的四因素解决方案似乎允许识别低SE的特定领域,这可以为针对小学早期青少年的个性化干预提供信息。
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The Malay Self–Efficacy Questionnaire for School Situations: Development, reliability, and validity among early adolescents in primary school
Low perceived self–efficacy (SE) for responding to school–related situations is posited to be associated with school refusal. This study examined the validity and reliability of the Malay version of the Self–Efficacy Questionnaire for School Situations (SEQ–SS) among early adolescents in Kota Bharu. The English version of the 25–item SEQ–SS was translated into Malay. Employing a cross–sectional design, students (10-11 years) from five randomly selected public primary schools were recruited via proportionate cluster sampling. Two hundred and fifteen students, 65% female, mean age of 10.3 years (SD=0.5), completed the Malay SEQ–SS. Validity was examined with exploratory factor analysis (EFA). Cronbach’s alpha was used to determine internal consistency. Means and standard deviations were used to describe the total and subscale scores. EFA analyses retained 19 items which clustered into four factors: ‘SE in socially challenging situations’, ‘SE in personally challenging situations’, ‘SE in separation situations’, and ‘SE in situations of disengagement from school’. Internal consistencies were low, approaching moderate, with Cronbach’s alpha values between 0.64 and 0.69. The four–factor solution of the Malay SEQ–SS appears to permit identification of specific domains of low SE which could inform individualized interventions targeting early adolescents in primary school.
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来源期刊
CiteScore
1.90
自引率
5.60%
发文量
7
审稿时长
25 weeks
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