中国科学院心理健康重点实验室知识库

目的：修订中文版家长反思功能量表并进行信效度检验。方法：对545名幼儿家长施测，其中184名家长在8周后完成重测；采用父母教养方式与维度问卷、幼儿依恋关系量表、亲密关系经历量表及抑郁和焦虑筛查超短量表作为效标。结果：探索性因素分析提取三因子（前心智化、确定性、兴趣和好奇心），累积方差贡献率45.15%。验证性因素分析数据拟合较好(χ~2/df=1.51,IFI=0.94,CFI=0.93,GFI=0.92,RMSEA=0.05)。三维度的Cronbach α系数为0.49,0.79,0.66，重测信度为0.67,0.53和0.61。前心智化与父母依恋、焦虑抑郁、专制教养、纵容教养、幼儿不安全依恋显著正相关，与权威教养、幼儿安全依恋显著负相关；确定性、兴趣和好奇心与父母焦虑抑郁、专制教养、纵容教养、幼儿不安全依恋显著负相关，与权威教养显著正相关。结论：中文版家长反思功能量表在幼儿家长群体中信效度良好。

Objective: To revise the Chinese version of the Parental Reflective Functioning Questionnaire and test its reliability and validity. Methods: 545 parents from three kindergartens in Fujian Province were selected for the test, of which 184 parents completed the retest after 8 weeks and a battery of self-reported questionnaires assessing parenting styles, children attachment, parents attachment and mental health were used as criteria. Results: Exploratory factor analysis(EFA) extracted three factors (Pre-Mentalizing, Certainty about Mental States, Interest and Curiosity), and these three factors could explain 45.15% of the total variance. Confirmatory factor analysis (CFA) results also supported the 3-factor model(χ 2/df= 1.51, IFI=0.94, CFI=0.93, GFI=0.92, RMSEA=0.05). The Cronbach α coefficients for each factor were 0.49, 0.79 and 0.66. The test-retest reliability were 0.67, 0.53 and 0.61, respectively. Pre-Mentalizing was significantly positively correlated with parents attachment, parents mental health, authoritarian and permissive parenting, children insecurity attachment, and was significantly negatively correlated with authoritative parenting, children security attachment. Certainty about Mental States, Interest and Curiosity were significantly negatively correlated with parents mental health, authoritarian and permissive parenting, children insecurity attachment, and were significantly positively correlated with authoritative parenting. Conclusion: The revised Chinese version of Parental Reflective Functioning Questionnaire has satisfactory reliability and validity among kindergarten parents, which can be used to measure the level of parental reflective functioning.

北京市教育规划课题：为何而学——中学生学习价值的测量和干预研究（BEAA19043）