The Development of Questionnaire on Perceived Mathematics Teacher Support for Middle School Students

Abstract

Abstract: The structure of perceived mathematics teacher support for middle school students was proposed according to theoretical analysis and open questionnaire investigation. Based on this structure, the questionnaire on perceived mathematics teacher support was developed. The preliminary questionnaire was administrated to 302 middle school students who were sampled from a junior and high middle school. With exploratory factor analysis, the result indicated that the structure of perceived mathematics teacher support consisted of affective support, autonomy support and cognitive support. Finally, reliability and confirmatory factor analysis was used to data base collected from 347 students. The result showed that the Cronbach α coefficients of the scale was 0.92, and the Cronbach α coefficient of three factors were ranged from 0.75 to 0.89. The confirmatory factor analysis showed that the questionnaire has good construct validity and the fit indexes are good. In addition, the questionnaire has high reliability and validity and it is a validate measurement to evaluate the perceived mathematics teacher support for middle school students.

Key words: middle school student, mathematics, teacher support, questionnaire

摘要： 采用理论分析和开放式问卷调查等方法提出中学生感知到的数学教师支持的基本结构并编制问卷项目。先以302名中学生为被试,对自编初始问卷进行预测,结果显示,中学生感知到的数学教师支持问卷包括情感支持、自主支持和认知支持3个维度。再对347名中学生正式施测,进行信度和验证性因素分析,结果显示,总问卷α系数为0.92,三个维度α系数在0.75~0.89之间,验证性因素分析各项拟合指标较为理想,具有较好的结构效度。因此,编制的问卷具有较好的信效度,是测量中学生感知到的数学教师支持的有效工具。

关键词: 中学生, 数学, 教师支持, 问卷

CLC Number:

B844.2

Chai Xiaoyun, Gong Shaoying. The Development of Questionnaire on Perceived Mathematics Teacher Support for Middle School Students[J]. Studies of Psychology and Behavior, 2013, 11(4): 511-517.

柴晓运, 龚少英. 中学生感知到的数学教师支持问卷的编制[J]. 心理与行为研究, 2013, 11(4): 511-517.

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