Development and Psychometric Evaluation of the Government-Funded Normal University Students’ Identity Scale

doi:10.12139/j.1672-0628.2026.02.017

Abstract

Abstract:

To develop the Government-Funded Normal University Students’ Identity Scale (GNUSIS) and assess its reliability and validity, we created an initial scale through interviews and by reviewing relevant measurement tools from both domestic and international sources. The scale was administered to government-funded normal university students. Based on item analysis, exploratory factor analysis, and confirmatory factor analysis, the scale was refined. The final version of the GNUSIS consisted of three dimensions, that is, student, teacher, and promisor. Reliability testing showed strong internal consistency, split-half reliability, and test-retest reliability. Multi-group confirmatory factor analysis was conducted to evaluate measurement invariance, with results supporting invariance across gender at the configural, metric, scalar, and error variance levels. The GNUSIS meets psychometric criteria and can be effectively used to assess the identity of government-funded normal university students.

Key words: identity, government-funded normal university students, scale development

摘要：

编制公费师范生身份认同量表并检验其信效度。通过访谈并结合国内外相关测量工具编制初始量表，对在校公费师范生进行施测。基于项目分析、探索性因素分析、验证性因素分析修订初始量表，最终正式量表包含学生、教师和履约者3个维度。对正式量表进行信度检验，结果发现量表具有较高的内部一致性信度、分半信度和重测信度。基于多组验证性因素分析检验测量不变性，结果发现量表的性别不变性在形态等值、单位等值、尺度等值以及误差方差等值上均得到支持。该量表达到心理测量学要求，可以作为评估公费师范生身份认同的有效工具。

关键词: 身份认同, 公费师范生, 量表编制

Weiqing FAN, Zhe GONG. Development and Psychometric Evaluation of the Government-Funded Normal University Students’ Identity Scale[J]. Studies of Psychology and Behavior, 2026, 24(2): 273-280.

范维情, 贡喆. 公费师范生身份认同量表的编制及信效度检验[J]. 心理与行为研究, 2026, 24(2): 273-280.

Figures/Tables 6

References 0

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条目	学生	教师	履约者
S5当听到别人叫我大学生时，我会很开心	0.80
S1我倾向于用大学生这个身份进行自我介绍	0.62
S4我对自己的大学生身份很满意	0.76
S8我总想着做些什么以符合大学生这个身份	0.45
S2作为大学生，我知道应该如何学习和生活	0.41
T6我一直梦想着成为一名教师		0.77
T4如果今后能成为一名教师，我会很开心		0.76
T5如果能被别人称呼为教师，我会觉得很自豪		0.72
T7我经常主动参加与教师技能训练相关的活动		0.50
T1教师是一个很受人尊重的职业		0.48
P1签订公费师范生协议意味着我需要履行相应的合约义务			0.76
P8我会按照签订的公费师范生协议履行相应的义务			0.73
P2我知道公费师范生协议中包含哪些需要履行的合约义务			0.76
P9我会主动寻找信息资源来确保我能够有效地履行公费师范生协议			0.68
P4我很乐意履行公费师范生协议中所要求的合约义务			0.72
因子特征值	2.41	2.65	3.11
解释变异量(%)	5.48	10.79	38.16

条目	学生	教师	履约者
S5当听到别人叫我大学生时，我会很开心	0.80
S1我倾向于用大学生这个身份进行自我介绍	0.62
S4我对自己的大学生身份很满意	0.76
S8我总想着做些什么以符合大学生这个身份	0.45
S2作为大学生，我知道应该如何学习和生活	0.41
T6我一直梦想着成为一名教师		0.77
T4如果今后能成为一名教师，我会很开心		0.76
T5如果能被别人称呼为教师，我会觉得很自豪		0.72
T7我经常主动参加与教师技能训练相关的活动		0.50
T1教师是一个很受人尊重的职业		0.48
P1签订公费师范生协议意味着我需要履行相应的合约义务			0.76
P8我会按照签订的公费师范生协议履行相应的义务			0.73
P2我知道公费师范生协议中包含哪些需要履行的合约义务			0.76
P9我会主动寻找信息资源来确保我能够有效地履行公费师范生协议			0.68
P4我很乐意履行公费师范生协议中所要求的合约义务			0.72
因子特征值	2.41	2.65	3.11
解释变异量(%)	5.48	10.79	38.16

模型	χ²	df	χ²/df	CFI	TLI	RMSEA	SRMR
单因子模型	1010.15	90	11.22	0.66	0.60	0.15	0.10
两因子模型一	703.30	89	7.90	0.77	0.73	0.12	0.08
两因子模型二	600.36	89	6.75	0.81	0.78	0.11	0.08
两因子模型三	728.61	89	8.19	0.76	0.72	0.12	0.10
三因子模型	253.06	87	2.91	0.94	0.93	0.06	0.05

模型	χ²	df	χ²/df	CFI	TLI	RMSEA	SRMR
单因子模型	1010.15	90	11.22	0.66	0.60	0.15	0.10
两因子模型一	703.30	89	7.90	0.77	0.73	0.12	0.08
两因子模型二	600.36	89	6.75	0.81	0.78	0.11	0.08
两因子模型三	728.61	89	8.19	0.76	0.72	0.12	0.10
三因子模型	253.06	87	2.91	0.94	0.93	0.06	0.05

	M	SD	1	2	3	4	5
1.总量表	3.88	0.55
2.学生	3.61	0.68	0.80***
3.教师	3.75	0.74	0.87***	0.55***
4.履约者	4.26	0.61	0.77***	0.40***	0.53***
5.集体身份	3.92	0.73	0.58***	0.47***	0.48***	0.48***
6.自尊	2.96	0.48	0.39***	0.29***	0.36***	0.31***	0.31***