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斯坦福情绪调节量表在我国中学生中的信、效度检验
作者:赵鑫1 2 3  张冰人1  张鹏1  潘亮1  周仁来2 3 4 
单位:1. 西北师范大学心理学院行为康复训练研究中心  兰州730070 
2.
 北京师范大学心理学院应用实验心理北京市重点实验室  北京100875 
3.
 北京师范大学情绪调节研究中心  北京100875 
4.
 脑与学习协同创新中心  北京100875 
关键词:情绪调节 信度 效度 中学生 
分类号:R395.1
出版年,卷(期):页码:2015,23(1):22-25
摘要:

目的: 检验情绪调节量表在中国中学生中的信度和效度。方法: 研究首先选取了1167名11-19岁的中国青少年进行测试,在所有样本中抽取130人间隔2周实施重测,同时测查了中文版大五人格量表和积极消极情绪量表。结果: 认知重评分量表的内部一致性系数为0.72,表达抑制分量表的内部一致性系数为0.66。两周之后认知重评分量表的重测信度为0.74,表达抑制分量表的重测信度为0.73。探索性因素分析和验证性因素分析结果支持了中文版情绪调节量表的二因素模型。中文版的情绪调节量表的认知重评维度与宜人性、严谨性、外向性以及开放性维度呈显著正相关,与神经质呈显著负相关,与积极情绪体验呈显著正相关,与消极情绪体验呈显著负相关; 情绪调节量表的表达抑制维度与宜人性、外向性呈显著负相关,与神经质呈显著正相关,与积极情绪体验呈显著负相关,与消极情绪体验呈显著正相关。结论: 情绪调节量表中文版在中学生中具有较好的信、效度。

Objective: The goal of this research was to assess the reliability and validity of the Chinese version of Emotion Regulation Questionnaire in middle school students. Methods: A sample of 1167 Chinese adolescents aged 11-19(M= 15.55, SD=1.82) was chosen as subjects, and 130 of them were randomly selected to be retested(2 weeks interval). The Chinese version of Positive and Negative Affect Schedule and Big Five Questionnaire were selected as criterion measurement. Results: Cronbach's α reliability coefficients were 0.72 for the Reappraisal scale and 0.66 for the Suppression scale. Testretest reliability across 2 weeks was 0.74 for Reappraisal and 0.73 for Suppression. The results of confirmatory factor analysis revealed that the two factor correlated model fit was acceptable. In the Chinese version of the Emotion Regulation Questionnaire, reappraisal was positively correlated with positive affect, extraversion, openness, conscientiousness and agreeableness, and negatively correlated with negative affect and neuroticism; suppression was negatively correlated with the positive affect, extraversion, and openness, and positively correlated with negative affect and neuroticism. Conclusion: The Chinese version of Emotion Regulation Questionnaire is satisfactorily valid and reliable in middle school students.

基金项目:
国家自然科学基金青年项目(31300838); 北京市应用实验心理北京市重点实验室开放课题(2013); 甘肃省教育科学“十二五”规划课题重点项目(GS[2013]GHBZ086); 西北师范大学青年教师科研能力提升计划(SKQNYB12009)和尚善基金资助
作者简介:
参考文献:

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