小学生学习满意度量表的初步编制
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摘要
目的：初步编制小学生学习满意度量表,进行项目的筛选,并对量表信、效度进行初步检验,为小学生学习满意度评价、临床诊断治疗和教学改革提供测评工具,同时初步探讨小学生学习满意度的理论结构。
方法：采用理论探讨与实践分析相结合的方法构建量表。在查阅文献吸取前人研究结果,访谈和开放式问卷调查的基础上,提出小学生学习满意度初步结构模型并确定量表内容。通过三次项目筛选和测试,进一步确定量表结构,形成正式量表。采取分层整群取样法在长沙地区抽取城市、农村二类共6所小学863例有效样本进行项目分析。获取重测信度样本72例,两类同时校标样本共308例,采用各种测量学指标对测验进行项目分析和信、效度检验。
结果：1.小学生学习满意度量表由46个项目构成,分为课堂环境、教学技能、师生关系、同学关系、家庭关系、学业成就6个分量表。2.项目分析结果：各项目的题总相关在0.226-0.571之间,相关极显著；各项目的通俗性水平在0.49-0.90之间。3.信度分析结果：总量表的a系数和分半信度系数分别为0.889和0.890,重测信度为0.72。4.效度分析结果：各分量表与总量表的相关在0.60-0.78之间,明显高于各分量表之间的相关。各年级总量表得分与学习主观幸福感量表总分的相关在0.67-0.75之间,量表总分与学习成绩的相关为0.32,均达到非常显著的水平。总量表与部分分量表存在性别、学校类型、年级差异。
结论：1.量表的心理学指标良好,可以对小学生学习满意度作出区分。2.小学生学习满意度在性别、学校类型、年级上存在一定差异。
Objective:The Learning Satisfaction Scale(LSS) for pupils was developed. Items were analyzed, and the reliability and validity were tested.The purpose of the study was to provide ameasurement for learning Satisfaction evaluation and for the clinic diagnosis and teaching reform,also to explore the structure of the learning Satisfaction using by the pupils.
Method:The LSS's development was based on theoretical and experiential strategies.The primary structure and content of the scale were proposed by drawing forefather's study, interviewing students with open-end questionnaire.The structure of the scale was confirmed after testing and selecting items for 3 times, then the formal scale was developed. Adopted the samples in proportion to the hierarchy in Changsha.Formal samples consist of 863 pupils from 6 primary schools, Who came from urban or countryside.Inaddition,72 subjects was retested after 20 days.160 subjects did the sense of learning satisfaction test, and 148 subjects academic performances were collected.The LSS's items reliabilities and validities were tested by various measurement methods.
Result:1.The LSS for pupils composed of 46 items including 6 subscales(Learning Environment, Teaching Ability, Relation with Teacher, Relation with Classmate, Family Relation and Academic Performance).2.Item Analysis:The item-total correlations ranges from 0.226 to 0.571 are very significant. The difficulties of items ranges from 0.48 to 0.91.3.Reliability:the a coefficient of the scale is 0.889, and the split-half coefficient of the scale is 0.890.The test-retest reliability is 0.72. 4.validity:the correlations between subscales and scale ranges from 0.60 to 0.78, which are higher than those between subscales. The correlations between the scores and the sense of learning well-being tests scores ranges from 0.67 to 0.75 for 3 grades, and the correlations between the scores and academic performances is 0.32,both arrived at significant level. The scores of scale and some subscales have differences among schools, grades and ingender.
Conclusion:1. The structure of the test is reasonable and reaches the basic demand of measurement standards, and the test can be used to detect levels of Learning Satisfaction of pupils.2. There are differences among schools, grades and ingender for Learning Satisfaction of pupils.
方法：采用理论探讨与实践分析相结合的方法构建量表。在查阅文献吸取前人研究结果,访谈和开放式问卷调查的基础上,提出小学生学习满意度初步结构模型并确定量表内容。通过三次项目筛选和测试,进一步确定量表结构,形成正式量表。采取分层整群取样法在长沙地区抽取城市、农村二类共6所小学863例有效样本进行项目分析。获取重测信度样本72例,两类同时校标样本共308例,采用各种测量学指标对测验进行项目分析和信、效度检验。
结果：1.小学生学习满意度量表由46个项目构成,分为课堂环境、教学技能、师生关系、同学关系、家庭关系、学业成就6个分量表。2.项目分析结果：各项目的题总相关在0.226-0.571之间,相关极显著；各项目的通俗性水平在0.49-0.90之间。3.信度分析结果：总量表的a系数和分半信度系数分别为0.889和0.890,重测信度为0.72。4.效度分析结果：各分量表与总量表的相关在0.60-0.78之间,明显高于各分量表之间的相关。各年级总量表得分与学习主观幸福感量表总分的相关在0.67-0.75之间,量表总分与学习成绩的相关为0.32,均达到非常显著的水平。总量表与部分分量表存在性别、学校类型、年级差异。
结论：1.量表的心理学指标良好,可以对小学生学习满意度作出区分。2.小学生学习满意度在性别、学校类型、年级上存在一定差异。
Objective:The Learning Satisfaction Scale(LSS) for pupils was developed. Items were analyzed, and the reliability and validity were tested.The purpose of the study was to provide ameasurement for learning Satisfaction evaluation and for the clinic diagnosis and teaching reform,also to explore the structure of the learning Satisfaction using by the pupils.
Method:The LSS's development was based on theoretical and experiential strategies.The primary structure and content of the scale were proposed by drawing forefather's study, interviewing students with open-end questionnaire.The structure of the scale was confirmed after testing and selecting items for 3 times, then the formal scale was developed. Adopted the samples in proportion to the hierarchy in Changsha.Formal samples consist of 863 pupils from 6 primary schools, Who came from urban or countryside.Inaddition,72 subjects was retested after 20 days.160 subjects did the sense of learning satisfaction test, and 148 subjects academic performances were collected.The LSS's items reliabilities and validities were tested by various measurement methods.
Result:1.The LSS for pupils composed of 46 items including 6 subscales(Learning Environment, Teaching Ability, Relation with Teacher, Relation with Classmate, Family Relation and Academic Performance).2.Item Analysis:The item-total correlations ranges from 0.226 to 0.571 are very significant. The difficulties of items ranges from 0.48 to 0.91.3.Reliability:the a coefficient of the scale is 0.889, and the split-half coefficient of the scale is 0.890.The test-retest reliability is 0.72. 4.validity:the correlations between subscales and scale ranges from 0.60 to 0.78, which are higher than those between subscales. The correlations between the scores and the sense of learning well-being tests scores ranges from 0.67 to 0.75 for 3 grades, and the correlations between the scores and academic performances is 0.32,both arrived at significant level. The scores of scale and some subscales have differences among schools, grades and ingender.
Conclusion:1. The structure of the test is reasonable and reaches the basic demand of measurement standards, and the test can be used to detect levels of Learning Satisfaction of pupils.2. There are differences among schools, grades and ingender for Learning Satisfaction of pupils.
引文
① Gilman R. Review of life satisfaction measures for adolescents [J]. Behavior Change,2000,17 (3):178-183.
② Huebner ES, Drane W, Valois RF. Levels and demographic correlates of adolescent life satisfaction reports [J]. IntSchPsychol,2000,21 (3):281-292.
③孙莹,陶芳标.中学生学校生活满意度与自尊、应对方式的相关性[J].中国心理卫生杂志,2005,19(11)：741-744.
④张宇辉,蒋鹤生.首届护理士官大专学员学习满意度调查分析[J].护理实践与研究,2008,5(8)：14-16.
⑤王灵玲.学习满意度评价指标体系的建立与灰色综合评价[J].宁波职业技术学院学报,2006,10(5)：11-13.
⑥孙宝芝.远程学习者满意度调查研究[J].开放教育研究,2003,43(3)：48-51.
① Ullman C, Tatar M. Psychological adjustment among Israli adolescent immigrant: a report on life satisfaction, self-concept, and self-esteem[J]. Youth Adolesc, 2001,30(4):449-463.
②杨海荣,石国兴.初中生主观幸福感和心理健康及相关因素研究[J].中国健康心理学杂志,2004,12(6)：416-418.
③王极盛,丁新华.初中生主观幸福感与应对方式的关系研究[J].中国公共卫生,2003,19(10)：1181-1182.
④王灵玲.学习满意度评价指标体系的建立与灰色综合评价[J].宁波职业技术学院学报,2006,1 0(5)：11-13.
①宋木文,刘杲.中国图书大辞典[M].湖北人民出版社,1999：25.
②肖莲英.高等职业技术学院学生的学习满意度研究[D].苏州：苏州大学2008：3.
③于洪彦.顾客满意度涵义诠释[J].中国统计,2003,(9)：18.
① Keller, J. M.. Motivational design of instruction InC. M. Reigeluth(Eds), Instructional design theories and models.1983, pp.386-433.
② Kzevens. Materials & methods in continuing education. LosAngeles:Klevens Pubzications InC.1979:443-452.
③郑田.大学生对大学教学的满意程度与学习成就的关系[J].国立台湾教育学院辅导学报,1985, (8)：47-53.
① Gilman R. Review of life satisfaction measures for adolescents. Behavior Change, 2000,17(3):178-183.
②曲可佳,邹泓.北京市流动儿童的学校满意度及其与师生关系、学业行为的关系[J].中国特殊教育,2008,97(7)：50-54.
③金小苗.初中生学习生活满意度量表的编制与应用[D].浙江师范大学2006：4.
④杨邓红.师范大学生寝室学风与学业满意度的关系研究.社科纵横,2008,23(5)：142-143.
①朱建荣.班主任领导行为与学生学习主观幸福感的关系研究[D].苏州：苏州大学2008：4.
①郝建春.生活压力负向情绪调整学习满意度与学习绩效关系研究[D].天津大学,2005：13.
②肖莲英.高等职业技术学院学生的学习满意度研究[D].苏州：苏州大学2008：5.
① Chadwick, K.& Ward, J. Determinants of Consumer Satisfaction with Education Implications for College&University Administrators[J]. College and University,62(3).
②Langston, L. C. Self-directed learning, achievement, and satisfaction [D]. University of Georgia,1989:144.
③ Hynes,G.E. Effects of psychological type and educational orientation of faculty on adult learner satisfaction[D].Saint Louis University,1990:187-192.
④ Long, HuevB. contradictory expectation:Ac hievement and satisfaction in adult learning (J). Journal of continuing high education.1955:10-12.
⑤金小苗.初中生学习生活满意度量表的编制与应用[D].浙江师范大学,2006：2.
①郝建春.生活压力负向情绪调整学习满意度与学习绩效关系研究[D].天津大学,2005：11.
②国秀玮.成人学习动机和学习满意度的研究[D].上海：华东师范大学2007：27.
③肖莲英.高等职业技术学院学生的学习满意度研究[D].苏州：苏州大学2008：5.
④王灵玲.学习满意度评价指标体系的建立与灰色综合评价[J]宁波职业技术学院学报,2006,10(10)：11-13.
① E. Scot Thuebner, Chris Ash and James E.Laughlin. Life experences, locus of contral and school satisfaction in adolescences [J]. Social Indicators Research, 2001 (3):167-183.
② E. Scott Huebner & Rich Gilman. Students Who Like and Dislike School [J]. Applied Research in Quality of Life,2006 (1):139-150.
③ Adrienne L. DeSantis King & Scott Huebner & Shannon M. Suldo & Robert F. Valois. An Ecological View of School Satisfaction in Adolescence:Linkages Between Social Support and Behavior Problems [J]. Applied Research in Quality of Life,2006, (1): 279-295.
④ Tammy Dew Gilligan, E. Scott Huebner. Multidimensional life satisfaction reports of adolescents:a multitrait-multimethod study[J]. Personality and individual differancs,2000(9):115-123.
① Morris A. Okun, Mary Walton Braver & REenee M. weir. grade level differences in school satisfaction[J]. Sociallndicators Research,1990:419-427.
② Chit-Kwong Kong. Classroom learning experiences and students'perceptions of quality of school life [J]. Learning Environ Res,2008 (11):111-129.
③ Ulku Baykal, Serap Sokmen, Sebnem Korkmaz, et al. Determining student satisfaction in a nursing college [J].Nurse Education Today,2005,25:255-262.
①张志杰,黄希庭.大学生时间管理倾向与学习满意度：递增效度的分析[J]西南师范大学学报,2004,30(7)：42-45.
②陶芳标,孙莹等.青少年学校生活满意度评定问卷的设计与信度、效度评价[J]中国学校卫生,2005,26(12)：987-989.
①田丽丽,张权权.青少年学校幸福感特点[J].中国特殊教育,2008,(8)：92-95.
②张艳琴.父母教养方式与中小学生学习主观幸福感关系研究[D].华中师范大学2006：8.
③郝建春.生活压力、负向情绪调整、学习满意度与学习绩效关系研究[D].天津：天津大学2005：13-14.
①李群力,罗智波.湖南省特教学校听觉障碍学生体育课学习满意度的调查研究[J].中国特殊教育,2008,96(6)：41-45.
②李斌,刘革新.高校护生对校园学习环境满意度调查[J]中国护理研究,2006,20(12)：3302-3303.
①肖莲英.高等职业技术学院学生的学习满意度研究[D].苏州：苏州大学2008：14-17.
①郑雪,邱林等.幸福心理学[M].暨南大学出版社,2004,6：6-8.
①柯惠新,祝建华,孙江华.传播统计学[M].北京广播学院出版社,2003：144·
①漆树青,戴海崎,丁树良.现代教育与心理测量学原理[M].江西教育出版社,1998：78.
①孙晓军,周宗奎.探索性因素分析及其在应用中存在的问题[J].心理科学,样2005,28(6)：1440-1442.
①金小苗.初中生学习生活满意度量表的编制与应用[D].浙江师范大学2006：67-68.
②郝建春.生活压力负向情绪调整学习满意度与学习绩效关系研究[D].天津大学,2005：32.
①戴海崎,张锋.心理教育测量[M].广州：暨南大学出版社,1999：341.
② Rona Id Jay Cohen, Mark E. Swerdlsk. Psychologxcal Testing and Assessment (six edition). McGraw-Hill Education (Asia) Co. and Posts & Telecom Press,2005,7:14.
①金小苗.初中生学习生活满意度量表的编制与应用[D].金华：浙江师范大学2006：2,4.
①顾海根.心理与教育测量[M].北京：北京大学出版社,2008(1)：77.
①张艳琴.父母教养方式与中小学生学习主观幸福感关系研究[D].武汉：华中师范大学2006：30.
②顾海根.心理与教育测量[M].北京：北京大学出版社,2008(1)：77.
①金小苗.初中生学习生活满意度量表的编制与应用[D].金华：浙江师范大学2006：56-61.
[1]孙莹,陶芳标.中学生学校生活满意度与自尊、应对方式的相关性[J].中国心理卫生杂志,2005,19(11)：741-744.
[2]张宇辉,蒋鹤生.首届护理士官大专学员学习满意度调查分析[J].护理实践与研究,2008,5(8)：14-16.
[3]王灵玲.学习满意度评价指标体系的建立与灰色综合评价[J].宁波职业技术学院学报,2006,10(5)：11-13.
[4]孙宝芝.远程学习者满意度调查研究[J].开放教育研究,2003,43(3)：48-51.
[5]杨海荣,石国兴.初中生主观幸福感和心理健康及相关因素研究[J].中国健康心理学杂志,2004,12(6)：416-418.
[6]王极盛,丁新华.初中生主观幸福感与应对方式的关系研究[J].中国公共卫生,2003,19(1 0)：1181-1182.
[7]宋木文,刘杲.中国图书大辞典[M].湖北人民出版社,1999：25.
[8]肖莲英.高等职业技术学院学生的学习满意度研究[D].苏州：苏州大学2008：3,5,14-17.
[9]于洪彦.顾客满意度涵义诠释[J].中国统计,2003,(9)：18.
[10]郑田.大学生对大学教学的满意程度与学习成就的关系[J].国立台湾教育学院辅导学报,1985,(8)：47-53.
[11]曲可佳,邹泓.北京市流动儿童的学校满意度及其与师生关系、学业行为的关系[J].中国特殊教育,2008,97(7)：50-54.
[12]金小苗.初中生学习生活满意度量表的编制与应用[D].金华：浙江师范大学2006：2,4.
[13]杨邓红. 师范大学生寝室学风与学业满意度的关系研究[J]. 社科纵横,2008,23(5)：142-143.
[14]朱建荣.班主任领导行为与学生学习主观幸福感的关系研究[D].苏州：苏州大学2008：4.
[15]郝建春.生活压力负向情绪调整学习满意度与学习绩效关系研究[D].天津大学,2005：11.13.
[16]陶芳标,孙莹等.青少年学校生活满意度评定问卷的设计与信度、效度评价[J]中国学校卫生,2005,26(12)：987-989.
[17]田丽丽,张权权.青少年学校幸福感特点[J].中国特殊教育,2008,(8)92-95.
[18]张艳琴.父母教养方式与中小学生学习主观幸福感关系研究[D].武汉：华中师范大学2006：8.
[19]李群力,罗智波.湖南省特教学校听觉障碍学生体育课学习满意度的调查研究[J].中国特殊教育,2008,96(6)：41-45.
[20]国秀玮.成人学习动机和学习满意度的研究[D].上海：华东师范大学2007：27.
[21]李 斌,刘革新. 高校护生对校园学习环境满意度调查[J]中国护理研究,2006,20(12)：3302-3303.
[22]郑雪,邱林等.幸福心理学[M].暨南大学出版社,2004,6：6-8.
[23]柯惠新,祝建华,孙江华.传播统计学[M].北京广播学院出版社,2003：144.
[24]漆树青,戴海崎,丁树良.现代教育与心理测量学原理[M].江西教育出版社,1998：78.
[25]孙晓军,周宗奎.探索性因素分析及其在应用中存在的问题[J].心理科学,2005,28(6)：1440-1442.
[26]戴海崎,张锋.心理教育测量[M].广州：暨南大学出版社,1999：341.
[27]顾海根.心理与教育测量[M].北京：北京大学出版社,2008(1)：77.
[28]Gilman R. Review of life satisfaction measures for adolescents[J]. Behavior
Change,2000,17 (3):178-183.
[29]Huebner ES, Drane W, Valois RF. Levels and demographic correlates of adolescent life satisfaction reports [J]. IntSchPsychol,2000,21 (3):281-292.
[30]Ullman C, Tatar M. Psychological adjustment among Israli adolescent immigrant: a report on life satisfaction, self-concept, and self-esteem [J]. Youth Adolesc, 2001,30(4):449-463.
[31]Keller, J.M..Motivational design of instruction InC.M. Reigeluth(Eds), Instructional design theories and models.1983, pp.386-433.
[32]Kzevens, Materials&methods in continuing edueation. LosAngeles:Klevens Pubzieations InC.1979:443-452.
[33]Chadwick, K.& Ward, J. Determinants of Consumer Satisfaction with Education Implications for College&University Administrators[J]. College and University,62(3):153-168.
[34]Langston,L. C. Self-directed learning, achievement, and satisfaction[D]. University of Georgia,1989:144.
[35]Chit-Kwong Kong. Classroom learning experiences and students'perceptions of quality of school life[J]. Learning Environ Res,2008(11):111-129.
[36]Hynes, G. E. Effects of psychological type and educational orientation of faculty on adult learner satisfaction[J]. Saint Louis University,1990:187-192.
[37]Long, HuevB(1955). contradictory expeetation:Ac hievement and satisfaction in adult learning (J). Journal of continuing high education.1955:10-12.
[38]Ulku Baykal, Serap Sokmen, Sebnem Korkmaz, et al. Determining student satisfaction in a nursing college [J].Nurse Education Today,2005,25:255-262.
[39]E. Scot Thuebner, Chris Ash and James E. Laughlin. Life experences, locus of contral and school satisfaction in adolescences[J]. SociallndicatorsResearch, 2001(3):167-183.
[40]E. Scott Huebner & Rich Gilman. Students Who Like and Dislike School [J]. Applied Research in Quality of Life,2006 (1):139-150.
[41]Adrienne L. DeSantis King & Scott Huebner & Shannon M. Suldo & Robert F. Valois. An Ecological View of School Satisfaction in Adolescence:Linkages Between Social Support and Behavior Problems [J]. Applied Research in Quality of Life,2006, (1): 279-295.
[42]Tammy Dew Gilligan, E. Scott Huebner. Multidimensional life satisfaction reports of adolescents:a multitrait-multimethod study[J]. Personality and individual differancs,2000(9):115-123.
[43]Morris A. Okun, Mary Walton Braver & REenee M. weir, grade level differences in school satisfaction[J]. Sociallndicators Research,1990:419-427.
[44]Rona Id Jay Cohen, Mark E. Swerdlsk. Psyehologxcal Testing and Assessment (sixedition). McGraw-Hill Education (Asia) Co. and Posts & Telecom Press,2005, 7:14.
② Huebner ES, Drane W, Valois RF. Levels and demographic correlates of adolescent life satisfaction reports [J]. IntSchPsychol,2000,21 (3):281-292.
③孙莹,陶芳标.中学生学校生活满意度与自尊、应对方式的相关性[J].中国心理卫生杂志,2005,19(11)：741-744.
④张宇辉,蒋鹤生.首届护理士官大专学员学习满意度调查分析[J].护理实践与研究,2008,5(8)：14-16.
⑤王灵玲.学习满意度评价指标体系的建立与灰色综合评价[J].宁波职业技术学院学报,2006,10(5)：11-13.
⑥孙宝芝.远程学习者满意度调查研究[J].开放教育研究,2003,43(3)：48-51.
① Ullman C, Tatar M. Psychological adjustment among Israli adolescent immigrant: a report on life satisfaction, self-concept, and self-esteem[J]. Youth Adolesc, 2001,30(4):449-463.
②杨海荣,石国兴.初中生主观幸福感和心理健康及相关因素研究[J].中国健康心理学杂志,2004,12(6)：416-418.
③王极盛,丁新华.初中生主观幸福感与应对方式的关系研究[J].中国公共卫生,2003,19(10)：1181-1182.
④王灵玲.学习满意度评价指标体系的建立与灰色综合评价[J].宁波职业技术学院学报,2006,1 0(5)：11-13.
①宋木文,刘杲.中国图书大辞典[M].湖北人民出版社,1999：25.
②肖莲英.高等职业技术学院学生的学习满意度研究[D].苏州：苏州大学2008：3.
③于洪彦.顾客满意度涵义诠释[J].中国统计,2003,(9)：18.
① Keller, J. M.. Motivational design of instruction InC. M. Reigeluth(Eds), Instructional design theories and models.1983, pp.386-433.
② Kzevens. Materials & methods in continuing education. LosAngeles:Klevens Pubzications InC.1979:443-452.
③郑田.大学生对大学教学的满意程度与学习成就的关系[J].国立台湾教育学院辅导学报,1985, (8)：47-53.
① Gilman R. Review of life satisfaction measures for adolescents. Behavior Change, 2000,17(3):178-183.
②曲可佳,邹泓.北京市流动儿童的学校满意度及其与师生关系、学业行为的关系[J].中国特殊教育,2008,97(7)：50-54.
③金小苗.初中生学习生活满意度量表的编制与应用[D].浙江师范大学2006：4.
④杨邓红.师范大学生寝室学风与学业满意度的关系研究.社科纵横,2008,23(5)：142-143.
①朱建荣.班主任领导行为与学生学习主观幸福感的关系研究[D].苏州：苏州大学2008：4.
①郝建春.生活压力负向情绪调整学习满意度与学习绩效关系研究[D].天津大学,2005：13.
②肖莲英.高等职业技术学院学生的学习满意度研究[D].苏州：苏州大学2008：5.
① Chadwick, K.& Ward, J. Determinants of Consumer Satisfaction with Education Implications for College&University Administrators[J]. College and University,62(3).
②Langston, L. C. Self-directed learning, achievement, and satisfaction [D]. University of Georgia,1989:144.
③ Hynes,G.E. Effects of psychological type and educational orientation of faculty on adult learner satisfaction[D].Saint Louis University,1990:187-192.
④ Long, HuevB. contradictory expectation:Ac hievement and satisfaction in adult learning (J). Journal of continuing high education.1955:10-12.
⑤金小苗.初中生学习生活满意度量表的编制与应用[D].浙江师范大学,2006：2.
①郝建春.生活压力负向情绪调整学习满意度与学习绩效关系研究[D].天津大学,2005：11.
②国秀玮.成人学习动机和学习满意度的研究[D].上海：华东师范大学2007：27.
③肖莲英.高等职业技术学院学生的学习满意度研究[D].苏州：苏州大学2008：5.
④王灵玲.学习满意度评价指标体系的建立与灰色综合评价[J]宁波职业技术学院学报,2006,10(10)：11-13.
① E. Scot Thuebner, Chris Ash and James E.Laughlin. Life experences, locus of contral and school satisfaction in adolescences [J]. Social Indicators Research, 2001 (3):167-183.
② E. Scott Huebner & Rich Gilman. Students Who Like and Dislike School [J]. Applied Research in Quality of Life,2006 (1):139-150.
③ Adrienne L. DeSantis King & Scott Huebner & Shannon M. Suldo & Robert F. Valois. An Ecological View of School Satisfaction in Adolescence:Linkages Between Social Support and Behavior Problems [J]. Applied Research in Quality of Life,2006, (1): 279-295.
④ Tammy Dew Gilligan, E. Scott Huebner. Multidimensional life satisfaction reports of adolescents:a multitrait-multimethod study[J]. Personality and individual differancs,2000(9):115-123.
① Morris A. Okun, Mary Walton Braver & REenee M. weir. grade level differences in school satisfaction[J]. Sociallndicators Research,1990:419-427.
② Chit-Kwong Kong. Classroom learning experiences and students'perceptions of quality of school life [J]. Learning Environ Res,2008 (11):111-129.
③ Ulku Baykal, Serap Sokmen, Sebnem Korkmaz, et al. Determining student satisfaction in a nursing college [J].Nurse Education Today,2005,25:255-262.
①张志杰,黄希庭.大学生时间管理倾向与学习满意度：递增效度的分析[J]西南师范大学学报,2004,30(7)：42-45.
②陶芳标,孙莹等.青少年学校生活满意度评定问卷的设计与信度、效度评价[J]中国学校卫生,2005,26(12)：987-989.
①田丽丽,张权权.青少年学校幸福感特点[J].中国特殊教育,2008,(8)：92-95.
②张艳琴.父母教养方式与中小学生学习主观幸福感关系研究[D].华中师范大学2006：8.
③郝建春.生活压力、负向情绪调整、学习满意度与学习绩效关系研究[D].天津：天津大学2005：13-14.
①李群力,罗智波.湖南省特教学校听觉障碍学生体育课学习满意度的调查研究[J].中国特殊教育,2008,96(6)：41-45.
②李斌,刘革新.高校护生对校园学习环境满意度调查[J]中国护理研究,2006,20(12)：3302-3303.
①肖莲英.高等职业技术学院学生的学习满意度研究[D].苏州：苏州大学2008：14-17.
①郑雪,邱林等.幸福心理学[M].暨南大学出版社,2004,6：6-8.
①柯惠新,祝建华,孙江华.传播统计学[M].北京广播学院出版社,2003：144·
①漆树青,戴海崎,丁树良.现代教育与心理测量学原理[M].江西教育出版社,1998：78.
①孙晓军,周宗奎.探索性因素分析及其在应用中存在的问题[J].心理科学,样2005,28(6)：1440-1442.
①金小苗.初中生学习生活满意度量表的编制与应用[D].浙江师范大学2006：67-68.
②郝建春.生活压力负向情绪调整学习满意度与学习绩效关系研究[D].天津大学,2005：32.
①戴海崎,张锋.心理教育测量[M].广州：暨南大学出版社,1999：341.
② Rona Id Jay Cohen, Mark E. Swerdlsk. Psychologxcal Testing and Assessment (six edition). McGraw-Hill Education (Asia) Co. and Posts & Telecom Press,2005,7:14.
①金小苗.初中生学习生活满意度量表的编制与应用[D].金华：浙江师范大学2006：2,4.
①顾海根.心理与教育测量[M].北京：北京大学出版社,2008(1)：77.
①张艳琴.父母教养方式与中小学生学习主观幸福感关系研究[D].武汉：华中师范大学2006：30.
②顾海根.心理与教育测量[M].北京：北京大学出版社,2008(1)：77.
①金小苗.初中生学习生活满意度量表的编制与应用[D].金华：浙江师范大学2006：56-61.
[1]孙莹,陶芳标.中学生学校生活满意度与自尊、应对方式的相关性[J].中国心理卫生杂志,2005,19(11)：741-744.
[2]张宇辉,蒋鹤生.首届护理士官大专学员学习满意度调查分析[J].护理实践与研究,2008,5(8)：14-16.
[3]王灵玲.学习满意度评价指标体系的建立与灰色综合评价[J].宁波职业技术学院学报,2006,10(5)：11-13.
[4]孙宝芝.远程学习者满意度调查研究[J].开放教育研究,2003,43(3)：48-51.
[5]杨海荣,石国兴.初中生主观幸福感和心理健康及相关因素研究[J].中国健康心理学杂志,2004,12(6)：416-418.
[6]王极盛,丁新华.初中生主观幸福感与应对方式的关系研究[J].中国公共卫生,2003,19(1 0)：1181-1182.
[7]宋木文,刘杲.中国图书大辞典[M].湖北人民出版社,1999：25.
[8]肖莲英.高等职业技术学院学生的学习满意度研究[D].苏州：苏州大学2008：3,5,14-17.
[9]于洪彦.顾客满意度涵义诠释[J].中国统计,2003,(9)：18.
[10]郑田.大学生对大学教学的满意程度与学习成就的关系[J].国立台湾教育学院辅导学报,1985,(8)：47-53.
[11]曲可佳,邹泓.北京市流动儿童的学校满意度及其与师生关系、学业行为的关系[J].中国特殊教育,2008,97(7)：50-54.
[12]金小苗.初中生学习生活满意度量表的编制与应用[D].金华：浙江师范大学2006：2,4.
[13]杨邓红. 师范大学生寝室学风与学业满意度的关系研究[J]. 社科纵横,2008,23(5)：142-143.
[14]朱建荣.班主任领导行为与学生学习主观幸福感的关系研究[D].苏州：苏州大学2008：4.
[15]郝建春.生活压力负向情绪调整学习满意度与学习绩效关系研究[D].天津大学,2005：11.13.
[16]陶芳标,孙莹等.青少年学校生活满意度评定问卷的设计与信度、效度评价[J]中国学校卫生,2005,26(12)：987-989.
[17]田丽丽,张权权.青少年学校幸福感特点[J].中国特殊教育,2008,(8)92-95.
[18]张艳琴.父母教养方式与中小学生学习主观幸福感关系研究[D].武汉：华中师范大学2006：8.
[19]李群力,罗智波.湖南省特教学校听觉障碍学生体育课学习满意度的调查研究[J].中国特殊教育,2008,96(6)：41-45.
[20]国秀玮.成人学习动机和学习满意度的研究[D].上海：华东师范大学2007：27.
[21]李 斌,刘革新. 高校护生对校园学习环境满意度调查[J]中国护理研究,2006,20(12)：3302-3303.
[22]郑雪,邱林等.幸福心理学[M].暨南大学出版社,2004,6：6-8.
[23]柯惠新,祝建华,孙江华.传播统计学[M].北京广播学院出版社,2003：144.
[24]漆树青,戴海崎,丁树良.现代教育与心理测量学原理[M].江西教育出版社,1998：78.
[25]孙晓军,周宗奎.探索性因素分析及其在应用中存在的问题[J].心理科学,2005,28(6)：1440-1442.
[26]戴海崎,张锋.心理教育测量[M].广州：暨南大学出版社,1999：341.
[27]顾海根.心理与教育测量[M].北京：北京大学出版社,2008(1)：77.
[28]Gilman R. Review of life satisfaction measures for adolescents[J]. Behavior
Change,2000,17 (3):178-183.
[29]Huebner ES, Drane W, Valois RF. Levels and demographic correlates of adolescent life satisfaction reports [J]. IntSchPsychol,2000,21 (3):281-292.
[30]Ullman C, Tatar M. Psychological adjustment among Israli adolescent immigrant: a report on life satisfaction, self-concept, and self-esteem [J]. Youth Adolesc, 2001,30(4):449-463.
[31]Keller, J.M..Motivational design of instruction InC.M. Reigeluth(Eds), Instructional design theories and models.1983, pp.386-433.
[32]Kzevens, Materials&methods in continuing edueation. LosAngeles:Klevens Pubzieations InC.1979:443-452.
[33]Chadwick, K.& Ward, J. Determinants of Consumer Satisfaction with Education Implications for College&University Administrators[J]. College and University,62(3):153-168.
[34]Langston,L. C. Self-directed learning, achievement, and satisfaction[D]. University of Georgia,1989:144.
[35]Chit-Kwong Kong. Classroom learning experiences and students'perceptions of quality of school life[J]. Learning Environ Res,2008(11):111-129.
[36]Hynes, G. E. Effects of psychological type and educational orientation of faculty on adult learner satisfaction[J]. Saint Louis University,1990:187-192.
[37]Long, HuevB(1955). contradictory expeetation:Ac hievement and satisfaction in adult learning (J). Journal of continuing high education.1955:10-12.
[38]Ulku Baykal, Serap Sokmen, Sebnem Korkmaz, et al. Determining student satisfaction in a nursing college [J].Nurse Education Today,2005,25:255-262.
[39]E. Scot Thuebner, Chris Ash and James E. Laughlin. Life experences, locus of contral and school satisfaction in adolescences[J]. SociallndicatorsResearch, 2001(3):167-183.
[40]E. Scott Huebner & Rich Gilman. Students Who Like and Dislike School [J]. Applied Research in Quality of Life,2006 (1):139-150.
[41]Adrienne L. DeSantis King & Scott Huebner & Shannon M. Suldo & Robert F. Valois. An Ecological View of School Satisfaction in Adolescence:Linkages Between Social Support and Behavior Problems [J]. Applied Research in Quality of Life,2006, (1): 279-295.
[42]Tammy Dew Gilligan, E. Scott Huebner. Multidimensional life satisfaction reports of adolescents:a multitrait-multimethod study[J]. Personality and individual differancs,2000(9):115-123.
[43]Morris A. Okun, Mary Walton Braver & REenee M. weir, grade level differences in school satisfaction[J]. Sociallndicators Research,1990:419-427.
[44]Rona Id Jay Cohen, Mark E. Swerdlsk. Psyehologxcal Testing and Assessment (sixedition). McGraw-Hill Education (Asia) Co. and Posts & Telecom Press,2005, 7:14.