中文版正念教学量表的信效度检验

目的:修订中文版正念教学量表并检验其在中国教师群体中的信效度。方法:使用样本1(n₁=302)进行项目分析、探索性因素分析;样本2(n₂=185)进行验证性因素分析;使用样本1和2检验量表的跨组测量不变性,并考察效标效度;样本3(n₃=30)进行重测信度检验。结果:中文版正念教学量表为二因子结构,包括个体内正念和人际间正念两个分量表,具有良好的结构效度、效标效度及信度。且该量表在小学、初中及高中教师中达到部分测量强等值。结论:该量表适宜在我国中小学教师群体中使用。

The Chinese Version of Mindfulness in Teaching Scale:An Examination of Reliability and Validity

Objective:The purpose of the study is to offer a revised Chinese version of the Mindfulness in Teaching Scale(MTS-C),and to examine its reliability and validity in Chinese teachers.Method:Data from sample 1(n1=302)was used for item analysis and exploratory factor analysis.Data from sample 2(n2=185)was tested for confirmatory factor analysis.The combined data of sample 1 and sample 2 were further tested for measurement invariance across teaching grade and criterion validity.The test-retest reliability was analyzed by using data from sample3(n3=30).Results:The revised Chinese version of Mindfulness in Teaching Scale consisted of 16 items,and included two subscales:teacher intrapersonal mindfulness and teacher interpersonal mindfulness.This two-factor model fitted data well.In addition,the factorial invariance ofthe model across teachers from primary school,middle school and high school was verified.MTS-C also illustrated satisfactory internal consistency reliability,test-retest reliability,as well as good criterion validity.Conclusion:The Chinese version of Mindfulness in Teaching Scale was appropriate for measuring mindfulness in teaching of Chinese teachers from primary,middle and high school.