[1]杨子豪 张 羽.学生课堂情感投入量表的开发与检验[J].清华大学教育研究,2024,(02):135-143.
YANG Zi-hao ZHANG Yu.Development and Validation of Student Classroom Emotional Engagement Scale (CEES)[J].TSINGHUA JOURNAL OF EDUCATION,2024,(02):135-143.
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学生课堂情感投入量表的开发与检验
YANG Zi-hao ZHANG Yu.Development and Validation of Student Classroom Emotional Engagement Scale (CEES)[J].TSINGHUA JOURNAL OF EDUCATION,2024,(02):135-143.
清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]
- 卷:
- 期数:
- 2024年02期
- 页码:
- 135-143
- 栏目:
- 教育改革与发展
- 出版日期:
- 2024-04-20
文章信息/Info
- Title:
- Development and Validation of Student Classroom Emotional Engagement Scale (CEES)
- 分类号:
- G424
- 摘要:
- 学生情感投入是课堂学习投入的重要维度,日益受到教育研究者和实践者的关注。然而,学术界对学生情感投入概念的讨论并不充分,大多只关注学生的情感状态,而忽视了学生对自身和学习共同体的情感调节过程。这导致实证研究对情感投入的测量准确性受限。本研究以课堂为主要场景,深入分析课堂情感投入的概念内涵,关注“状态与调节”和“个体与共同体”两组辩证关系,从情感状态、情感自我调节和情感共同调节三个维度构建更全面的学生课堂情感投入量表,并进行了系统的心理计量检验。研究结果表明,学生课堂情感投入量表具有良好的测量学特质,可以作为中小学课堂情感投入调查和课堂教学管理的可靠工具。
- Abstract:
- Most of the existing classroom emotional engagement scales (CEES)focus on students’ emotional states but ignore the dynamic process of students’ emotional regulation of themselves and the learning community, which leads to limitations in the accuracy of classroom emotional engagement measurement. In this study, we analyzed the connotation of emotional engagement in the classroom, paid attention to the dialectical relationship between “state and regulation” and “individual and community,” and constructed a more comprehensive scale of students’ emotional engagement in the classroom from the three dimensions of emotional state, emotional self-regulation and emotional co-regulation, and conducted a systematic psychometric trait test. A systematic test of psychometric properties was conducted. The study utilized various reliability and validity analyses and proved that the CEES has a robust factor structure, a reasonable distribution of factor scores, good reliability, convergent validity, discriminant validity, structural validity, and calibration validity, and can be used as a reliable tool for the investigation of classroom affective engagement in primary and secondary schools and for classroom teaching management.
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