高中生综合幸福感量表的编制

doi:10.12139/j.1672-0628.2026.03.018

摘要/Abstract

摘要： 幸福感是高中生心理健康的重要指标，编制高中生综合幸福感量表具有理论和实践双重意义。基于对现有幸福感测量工具和维度分析，结合我国社会发展需求和高中生心理发展特征，形成高中生综合幸福感结构模型，包括4个一级指标，20个二级指标。研究选取高中生3400余人进行施测，通过开放式问卷调查、项目分析、探索性和验证性因素分析，所得高中生综合幸福感量表共计70题。量表的内部一致性信度、分半信度、重测信度、结构效度、内容效度、效标效度都达到了心理测量学标准；等值性检验显示量表在测量不同性别、不同年级上都具有相同意义；同质性系数检验显示量表的合成总分是有意义的，可作为测量高中生综合幸福感的有效工具。

关键词: 综合幸福感, 量表编制, 高中生

Abstract: Well-being is an important indicator of high school students’ mental health. The development of a comprehensive well-being scale for high school students has both theoretical and practical significance. Based on the analysis of existing well-being measurement tools and dimensions, combined with the needs of social development in China and the psychological development characteristics of high school students, a structural model of comprehensive well-being for high school students was formed, including 4 modules and 20 dimensions. More than 3400 high school students were selected for the study, and through open-ended questionnaire surveys, item analysis, exploratory and confirmatory factor analysis, a total of 70 questions were obtained for the High School Students’ Comprehensive Well-Being Scale. The internal consistency reliability, split half reliability, test-retest reliability, construct validity, content validity, and criterion validity of the scale met the standards of psychometrics. The equivalence test indicates that the scale has the same meaning when measuring different genders and grades. The homogeneity coefficient test suggests that the composite total score of the scale is meaningful. In conclusion, this scale can be used as a valid tool to measure the comprehensive well-being of high school students.

Key words: comprehensive well-being, scale development, high school students

中图分类号:

B849

高永金, 钱璟烨, 高结, 马晓琳, 蒋珊珊. 高中生综合幸福感量表的编制[J]. 心理与行为研究, 2026, 24(3): 425-432.

GAO Yongjin, QIAN Jingye, GAO Jie, MA Xiaolin, JIANG Shanshan. Development of a Comprehensive Well-Being Scale for High School Students[J]. Studies of Psychology and Behavior, 2026, 24(3): 425-432.

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