特拉华纪律管理量表中文版修订(学生版)
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摘要
目的:对特拉华纪律管理量表(学生卷)(Delaware Positive, Punitive, and Social-Emotional Learning (SEL Techniques Scale—Student,DTS-S)2013版进行中文修订。方法:应用中文版特拉华纪律管理量表(学生版)对国内九所中小学校3119名学生施测;以特拉华校园氛围量表(学生卷)(Delaware School Climate Scale-Student,DSCS-S)、特拉华学生卷入度量表学生卷(Delaware Student Engagement Scale-Student,DSES-S)为效标工具检验其效标关联效度,间隔三周后随机抽取其中42名被试进行重测。结果:①验证性因素分析拟合结果表明特拉华纪律管理量表(学生版)采用一阶三因素结构模型最佳,三因素分别为正向性技术、惩罚性技术和社会情感学习(SEL)技术;②特拉华纪律管理量表(学生版)正向性、惩罚性以及SEL三维度与DSCS-S总分的相关系数分别为0.315(P<0.01)、-0.136(P<0.01)、0.373(P<0.01),与DSES-S总分的相关系数分别为0.496(P<0.01)、-0.289(P<0.01)、0.522(P<0.01);③量表各因子的α系数在0.632～0.760之间;三周后的重测信度在0.721～0.772之间;④多组验证性分析结果显示,特拉华纪律管理量表(学生版)跨性别的等值成立,跨年级的形态等值、弱等值和部分强等值成立。结论:特拉华纪律管理量表(学生版)中文版具有良好的信效度,等值研究结果表明,量表具有跨性别的完全等值性,初中、高中两个年级段间存在部分等值性。
Objective: To examine the reliability and validity of the Chinese version of Delaware Positive, Punitive, and Social-Emotional Learning(SEL) Techniques Scale—Student(DTS-S) among Chinese primary and secondary students.Methods: DTS-S, Student(DSCS-S) and Delaware Student Engagement Scale-Student(DSES-S) were administered among3,119 students from 9 primary and secondary schools, 42 of which participated the re-test 3 weeks later. Results: ①Confirmatory factor analysis showed that the three-factor model achieved adequate model fits: CFI=0.938; TLI=0.938; RMSEA=0.041; ②Scores of the Positive, Punitive, and SEL Technique Subscales correlated significantly with DSCS-S and DSES-S(rs=0.136～0.522); ③Cronbach's α coefficients for each of the three subscales ranged from 0.632 to 0.760, the test-retest reliability ranged from 0.721 to 0.772; ④Results of measurement invariance test showed that DTS-S achieved configural,metric, and scalar invariance across gender. Conclusion: The Chinese version of DTS-S demonstrated sound psychometric properties.
Objective: To examine the reliability and validity of the Chinese version of Delaware Positive, Punitive, and Social-Emotional Learning(SEL) Techniques Scale—Student(DTS-S) among Chinese primary and secondary students.Methods: DTS-S, Student(DSCS-S) and Delaware Student Engagement Scale-Student(DSES-S) were administered among3,119 students from 9 primary and secondary schools, 42 of which participated the re-test 3 weeks later. Results: ①Confirmatory factor analysis showed that the three-factor model achieved adequate model fits: CFI=0.938; TLI=0.938; RMSEA=0.041; ②Scores of the Positive, Punitive, and SEL Technique Subscales correlated significantly with DSCS-S and DSES-S(rs=0.136～0.522); ③Cronbach's α coefficients for each of the three subscales ranged from 0.632 to 0.760, the test-retest reliability ranged from 0.721 to 0.772; ④Results of measurement invariance test showed that DTS-S achieved configural,metric, and scalar invariance across gender. Conclusion: The Chinese version of DTS-S demonstrated sound psychometric properties.
引文
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2葛倩玲.生本教育理念下的中小学课堂纪律管理.现代中小学教育,2016,32(4):30-34
3 Bear GG.School discipline and self-discipline:a practical guide to promoting prosocial student behavior.Guilford Press,2010
4 Center for Mental Health in Schools.Mental Health in Schools and School Improvement:Current Status,Concerns,and New Directions,2008
5 Freiberg HJ.Beyond behaviorism.Beyond Behaviorism:Changing the Classroom Management Paradigm,1999.3-20
6 Kohn A.Beyond discipline:from compliance to community.Alexandria,VA,ASCD,1996
7 Kohn A.Punished by rewards:The trouble with gold stars,incentive plans,A’s,praise,and other bribes.Houghton Mifflin Harcourt,1999
8姚计海,张彩云.美国学校的“零容忍”惩罚政策述评与反思.外国教育研究,2003,12:31-34
9 Baumrind D.The discipline controversy revisited.Family Relations,1996.405-414
10 Landrum,Kauffman.Behavioral approaches to classroom management.Handbook of Classroom Management:Research,Practice,and Contemporary Issues,2006.47-71
11耿潇逸.中小学惩罚式课堂纪律的反思.教学与管理,2015,24:68-71
12 Weiner B.Social Motivation,Justice,and the Moral Emotions:An Attributional Approach,2006
13 Hyman IA,Perone DC.The other side of school violence:Educator policies and practices that may contribute to student misbehavior.Journal of School Psychology,1998,36(1):7-27
14 George HP,Kincaid D,Pollard-Sage J.Primary-tier interventions and supports.Handbook of Positive Behavior Support,2009.375-394
15 Alberto P.Applied Behavior Analysis for Teachers(7th ed).Upper Saddle River,2006
16 McIntosh K,Frank JL,Spaulding SA.Establishing researchbased trajectories of office discipline referrals for individual students.School Psychology Review,2010,39(3):380
17 Osher D,Bear GG,Sprague JR,et al.How Can We Improve School Discipline?.Educational Researcher,2010,39(1):48-58
18 Bear GG.The positive in positive models of discipline.Handbook of Positive Psychology in Schools,2009.305-321
19吴际.统合视野下的社会情感学习与心理健康教育.中小学心理健康教育,2017,28:4-6
20 Durlak JA,Weissberg RP,Dymnicki AB,et al.The impact of enhancing students’social and emotional learning:Ameta-analysis of school-based universal interventions.Child Development,2011,82(1):405-432
21 Bear GG,Cavalier AR,Manning MA.Developing Selfdiscipline and Preventing and Correcting Misbehavior,2005
22曾维芳.以学生为中心的有效课堂管理策略.文学教育(下),2015,1:79-82
23宫红霞.论我国中学课堂纪律的重建.广西师范大学,2006
24单亦亮,徐亚垚.新课程观下促进自我控制的课堂纪律研究.中国教育学刊,2016,11:91-95
25王洪玲,姜忠艳.谈课堂纪律问题的复杂性.现代中小学教育,2006,7:24-26
26魏亚琴.小学健康课堂的构建.华东师范大学,2006
27 Bear GG,Yang C,Mantz L,et al.Delaware School Climate Surveys Technical Manual.University of Delaware,2011
28谢家树,吕永晓,马坤,等.特拉华校园氛围量表(学生卷)中文版信、效度研究.中国临床心理学杂志,2016,24(2):250-253
29谢家树,覃凤荣.特拉华学生卷入度量表(学生卷)中文版修订.中国临床心理学杂志,2019,2(27):277-281
30车伟艳.有效课堂管理的范围、要素及策略.教学与管理,2015,4:4-7
2葛倩玲.生本教育理念下的中小学课堂纪律管理.现代中小学教育,2016,32(4):30-34
3 Bear GG.School discipline and self-discipline:a practical guide to promoting prosocial student behavior.Guilford Press,2010
4 Center for Mental Health in Schools.Mental Health in Schools and School Improvement:Current Status,Concerns,and New Directions,2008
5 Freiberg HJ.Beyond behaviorism.Beyond Behaviorism:Changing the Classroom Management Paradigm,1999.3-20
6 Kohn A.Beyond discipline:from compliance to community.Alexandria,VA,ASCD,1996
7 Kohn A.Punished by rewards:The trouble with gold stars,incentive plans,A’s,praise,and other bribes.Houghton Mifflin Harcourt,1999
8姚计海,张彩云.美国学校的“零容忍”惩罚政策述评与反思.外国教育研究,2003,12:31-34
9 Baumrind D.The discipline controversy revisited.Family Relations,1996.405-414
10 Landrum,Kauffman.Behavioral approaches to classroom management.Handbook of Classroom Management:Research,Practice,and Contemporary Issues,2006.47-71
11耿潇逸.中小学惩罚式课堂纪律的反思.教学与管理,2015,24:68-71
12 Weiner B.Social Motivation,Justice,and the Moral Emotions:An Attributional Approach,2006
13 Hyman IA,Perone DC.The other side of school violence:Educator policies and practices that may contribute to student misbehavior.Journal of School Psychology,1998,36(1):7-27
14 George HP,Kincaid D,Pollard-Sage J.Primary-tier interventions and supports.Handbook of Positive Behavior Support,2009.375-394
15 Alberto P.Applied Behavior Analysis for Teachers(7th ed).Upper Saddle River,2006
16 McIntosh K,Frank JL,Spaulding SA.Establishing researchbased trajectories of office discipline referrals for individual students.School Psychology Review,2010,39(3):380
17 Osher D,Bear GG,Sprague JR,et al.How Can We Improve School Discipline?.Educational Researcher,2010,39(1):48-58
18 Bear GG.The positive in positive models of discipline.Handbook of Positive Psychology in Schools,2009.305-321
19吴际.统合视野下的社会情感学习与心理健康教育.中小学心理健康教育,2017,28:4-6
20 Durlak JA,Weissberg RP,Dymnicki AB,et al.The impact of enhancing students’social and emotional learning:Ameta-analysis of school-based universal interventions.Child Development,2011,82(1):405-432
21 Bear GG,Cavalier AR,Manning MA.Developing Selfdiscipline and Preventing and Correcting Misbehavior,2005
22曾维芳.以学生为中心的有效课堂管理策略.文学教育(下),2015,1:79-82
23宫红霞.论我国中学课堂纪律的重建.广西师范大学,2006
24单亦亮,徐亚垚.新课程观下促进自我控制的课堂纪律研究.中国教育学刊,2016,11:91-95
25王洪玲,姜忠艳.谈课堂纪律问题的复杂性.现代中小学教育,2006,7:24-26
26魏亚琴.小学健康课堂的构建.华东师范大学,2006
27 Bear GG,Yang C,Mantz L,et al.Delaware School Climate Surveys Technical Manual.University of Delaware,2011
28谢家树,吕永晓,马坤,等.特拉华校园氛围量表(学生卷)中文版信、效度研究.中国临床心理学杂志,2016,24(2):250-253
29谢家树,覃凤荣.特拉华学生卷入度量表(学生卷)中文版修订.中国临床心理学杂志,2019,2(27):277-281
30车伟艳.有效课堂管理的范围、要素及策略.教学与管理,2015,4:4-7