中国科学院心理健康重点实验室知识库

目的:修订教学正念量表并进行信效度检验。方法:采用教学正念量表、工作倦怠量表、教师自我效能感量表、教师社会情感信念量表和生活满意度量表对河北省583名小学教师进行集体施测,得到有效问卷420份;使用修订后量表对62名教师进行间隔三周的重测同时收集五因素正念量表数据。结果:对随机分半后的210名样本进行探索性因素分析,萃取出两因子结构(个人和人际正念),特征根为4.21和1.76,累积方差贡献率为45.20%。另210名样本的验证性因素分析表明数据拟合较好(χ~2/df=1.77,GFI=0.92,NFI=0.87,CFI=0.94,TLI=0.92,IFI=0.94,RMSEA=0.06)。总量表及两维度的Cronbachα系数为0.81,0.80和0.75;重测信度为0.59,0.51和0.66。与工作倦怠、教师社会情感信念、教师自我效能感、五因素正念的相关分别为-0.59、0.48、0.53、0.59(均P<0.001),与生活满意度相关为0.15(P<0.01)。结论:中文修订版教学正念量表信效度良好,可用于评估教学正念水平。

To test the validity and reliability of the Chinese version of the Teaching Mindfulness Scale (MIT). M2thOdS: Using the Chinese version of MIT ,the Maslash Burnout Inventory-General Survey(MBI-GS), Teacher Social-Emotional Self-Efficacy Scale汀SESES), Teacher Sense of Efficacy Scale(TES) and Satisfaction with Life Scale(SWLS),583 primary school teachers in Hehei Province conducted the test and 420 valid questionnaires were obtained. Using the revised MIT, 62 teachers were retested at intervals of three weeks and the Five Facet Mindfulness (luestionnaire(FFM(1) data was collected as well. R2SUItS: The sample was randomly divided into 2 half-samples. The exploratory factor analysis of sample 1(n=210) showed that MIT consisted of two factors(intrapersonal and interpersonal mindfulness)，the total variance explained 45.20%; The confirmatory factor analysis of sample 2(n=210) also identified a two-factor model, x-/due 1.77, GFI=0.92, NFI=0.87, CFI=0.94, TLI=0.92, IFI=0.94, RMSEA=0.06; The Cronhach a for the total scale and each factor were 0.81, 0.80 and 0.75, respectively; The test-retest reliability for the total scale and each factor were 0.59, 0.51 and 0.66, respectively; The correlations between MIT and MBI-GS were r=一0.59, TSESES r=0.48, TES r=0.53, FFMQ r=0.59(all P<0.001), and SWLS r=0.15(P<0.01). COIICIUSIOII: The revised Chinese version of MIT has satisfactory reliability and validity, which can he used to measure the level of teaching mindfulness.

北京教育学院院级重点项目《教师社会情感能力与学生发展的关系研究》（项目号：ZDGZ2017-06）的阶段性研究成果