小学生研究素养的量表编制与潜在剖面分析

doi:10.12139/j.1672-0628.2024.06.015

摘要/Abstract

摘要：

研究素养可以为创造性人才的培养提供基础和保障，有助于提升解决实际问题的能力，培养科学思维和创新精神。本研究通过探索性和验证性因素分析编制小学生研究素养量表并以创造性人格、创造性思维过程为效标检验其信效度，同时，基于潜在剖面分析研究江苏省26所学校7204名4～6年级学生研究素养的异质性表现模式。结果表明，本研究编制的小学生研究素养量表具有3个一级维度和11个二级维度，总量表的内部一致性系数为 0.98，3个一级维度的内部一致性系数在0.93～0.96之间，11个二级维度的内部一致性系数在0.56～0.94之间。潜在剖面分析结果显示，小学生研究素养表现为高水平组(34.04%)、中水平组(54.09%)和低水平组(11.87%)三种亚类型。其中，高水平组的求知欲、总结反思及责任担当得分较高，但数字意识得分较低；中水平组的求知欲、自主协调和责任担当得分较高，但数字意识得分较低；低水平组的责任担当、自主协调、数字意识及数字能力得分相对较高，但是发现问题、解决问题的得分较低。

关键词: 研究素养, 量表编制, 潜在剖面分析

Abstract:

Research literacy provides a foundation and assurance for cultivating creative talent, enhancing the ability to solve practical problems, and fostering scientific thinking and innovative spirit. This study developed a Research Literacy Scale for elementary school students through exploratory and confirmatory factor analyses, of which the reliability and validity were tested by using creative personality and creative thinking processes as criteria. Additionally, a latent profile analysis was conducted to examine heterogeneous patterns of research literacy among 7204 students in grades 4~6 from 26 schools in Jiangsu province, China. The results indicated that the scale consisted of three primary dimensions and 11 secondary dimensions. The internal consistency coefficient for the overall scale was 0.98, while the coefficients for the three primary dimensions ranged from 0.93 to 0.96, and those for the 11 secondary dimensions ranged from 0.56 to 0.94. The latent profile analysis revealed three subtypes of research literacy among elementary school students: high-level group (34.04%), medium-level group (54.09%), and low-level group (11.87%). Among them, students in the high-level group had higher scores in curiosity, reflective thinking, and sense of responsibility but lower scores in digital awareness. Students in the medium-level group performed higher scores in curiosity, self-coordination, and sense of responsibility but lower scores in digital awareness. The low-level group exhibited relatively higher scores in responsibility, self-coordination, digital awareness, and digital capability but lower scores in problem discovery and problem-solving.

Key words: research literacy, scale development, latent profile analysis

李琳, 皋伟. 小学生研究素养的量表编制与潜在剖面分析[J]. 心理与行为研究, 2024, 22(6): 830-838.

Lin LI, Wei GAO. The Development of Research Literacy Scale for Elementary Students and Latent Profile Analysis[J]. Studies of Psychology and Behavior, 2024, 22(6): 830-838.

图/表 8

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Model	χ²/df	RMSEA	CFI	GFI	IFI
二阶CFA	7.67	0.05	0.89	0.89	0.89

Model	χ²/df	RMSEA	CFI	GFI	IFI
二阶CFA	7.67	0.05	0.89	0.89	0.89

项目	Cronbach’s α
总量表	0.98
研究意识	0.94
好奇心	0.82
想象力	0.88
求知欲	0.92
数字意识	0.56
研究能力	0.96
发现问题	0.91
解决问题	0.94
总结反思	0.89
数字能力	0.81
研究品格	0.93
求真求实	0.76
自主协调	0.85
责任担当	0.90

项目	Cronbach’s α
总量表	0.98
研究意识	0.94
好奇心	0.82
想象力	0.88
求知欲	0.92
数字意识	0.56
研究能力	0.96
发现问题	0.91
解决问题	0.94
总结反思	0.89
数字能力	0.81
研究品格	0.93
求真求实	0.76
自主协调	0.85
责任担当	0.90

	1	2	3
1.研究素养
2.创造性人格	0.78***
3.创造性思维过程	0.81***	0.80***
平均值	4.02	3.77	4.14
标准差	0.61	0.55	0.71