从多元概化理论看成就动机量表(AMS)的改进
Improvement of the Achievements Motive Scale (AMS) in Multivariate Generalizability Theory

作者: 韩会芳 , 张进辅 :西南大学心理学部,重庆;

关键词: 成就动机量表多元概化分析概化系数大学生Achievements Motive Scale Multivariate Generalizability Analysis Generalizability Coefficient College Students

摘要:
本研究采用多元概化理论中的p × i随机测量模式的设计,对503名大学生进行测量,以考察成就动机量表的测量信度,从而为修订该量表提供依据。结果表明:多元概化G研究结果表明,成就动机量表的两个分量表相互独立。D研究结果表明,两个分量表的概化系数均在0.70以上,达到了可接受水平。在测验信度要求较低的情况下,当追求成功、避免失败分量表题目数量分别为10、7时,成就动机量表的测量信度达到可接受水平。

Abstract: In this study, a total of 503 college students were surveyed with the Achievements Motive Scale (AMS), with the p × i random pattern design of multivariate generalizability theory (MGT) to explore the psychometric properties of the Achievements Motive Scale, in order to provide the basis for re-vising it. The results as follows: G study shows that the two subscales were independent. D study shows that both of the two subscales’ generalizability coefficients were more than 0.70. When the Ms and Mf has 10 and 7 items respectively, the Achievements Motive Scale’s reliability could be ac-cepted in the condition of low reliability.

文章引用: 韩会芳 , 张进辅 (2015) 从多元概化理论看成就动机量表(AMS)的改进。 心理学进展, 5, 84-89. doi: 10.12677/AP.2015.52012

参考文献

[1] 罗杰, 戴晓阳(2011). 大学生社会支持评定量表的概化分析. 中国临床心理学杂志, 2期, 181-183.

[2] 漆书青, 戴海崎, 丁树良(2002). 现代教育与心理测量学原理. 北京: 高等教育出版社.

[3] 唐辉, 卢宁(2013). 成就动机量表简式版的研制及在深圳市初中男、女生样本间测量等值性研究. 心理学进展, 6期, 321-326.

[4] 王本法(2000). 阿特金森的成就动机期望×价值模式论述评. 山东师大学报(社会科学版), 1期, 69-71.

[5] 杨志明, 张雷(2003). 测评的概化理论及其应用. 北京: 教育科学出版社.

[6] 杨志明, 张雷(2003). 韦氏儿童智力量表能否测量第3因子——WISC–CR的多元概化理论研究. 心理科学, 2期, 305-307.

[7] 叶仁敏, & Kunt, A. H. (1992). 成就动机的测量与分析. 心理发展与教育, 2期, 14-16.

[8] Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359-372.

[9] Christophersen, K., & Rand, P. (1982). Factor structure of the achievement motives scale (AMS): Two factors—two samples. Scandinavian Journal of Educational Research, 26, 13-28.

[10] Hagtvet, K. A., & Zuo, L. (2000). Conceptual and empirical components of an internal domain study: An illustration in terms of the achievement motives scale. Scandinavian Journal of Educational Research, 44, 49-78.

[11] Halvari, H., & Kjormo, O. (1999). A structural model of achievement motives, performance approach and avoidance goals and performance among Norwegian Olympic athletes. Perceptual and Motor Skills, 89, 997-1022.

[12] Lang, J. W. B., & Fries, S. (2006). A revised 10-item version of the achievement motives scale. Psychometric properties in German-speaking samples. European Journal of Psychological Assessment, 22, 216-224.

[13] Gjesme, T., & Nygård, R.(1970).Achievement-related motives: Theoretical considerations and construction of a measuring instrument. Unpublished Report, University of Oslo.

[14] Rand, P. (1978). Some validation data for the achievement motives scale (AMS). Scandinavian Journal of Educational Research, 22, 155-171.

[15] Renmin, Y., & Hagtvet, K. A. (1992). The assessment and analysis of the achievement motives (China). Psychological Development and Education, 2, 14-17.

[16] Sparfeldt, J. R., & Rost, D. H. (2011). Content-specific achievement motives. Personality and Individual Differences, 50, 496-501.

分享
Top