大学生正念主体性量表编制研究

doi:10.16382/j.cnki.1000-5560.2017.05.013

摘要/Abstract

摘要： 正念主体性是教育心理学研究领域新兴的积极学习心理品质概念。本研究以中国大学生为样本编制了大学生正念主体性量表。实证研究阶段回收两批数据，共654份有效问卷，整份量表的克朗巴赫α系数达到0.84。探索性因素分析结果揭示了正念主体性的五个维度：学习方法、情绪调节、计划意识、经验开放性以及学习投入。验证性因素分析结果证明五因素的结构模型能较好地拟合数据。综合研究结果表明，该量表具有良好的信效度，可为国内大学生的正念主体性研究提供测量工具上的有效支持。

关键词: 正念主体性, 学习心理品质, 大学教育, 量表编制

Abstract: Mindful agency is a new concept of positive learning disposition in the field of educational psychology. The current study constructed Mindful Agency Scale for College Students based on a sample of Chinese undergraduate students. In our empirical study, two batches of data were collected, including 654 questionnaires. And the Cronbach'sα of the scale was.84. The exploratory factor analysis revealed a five-dimensional structure of mindful agency:learning methods, emotional regulation, awareness of planning, openness to experience, and learning engagement. The result of confirmatory factor analysis confirmed the validity of the five factor model. It could be concluded that the scale demonstrates satisfactory reliability and validity, and it could provide psychometric support in studying mindful agency in the Chinese context.

Key words: mindful agency, learning disposition, undergraduate education, psychometric instrument

王青, 彭雅楠. 大学生正念主体性量表编制研究[J]. 华东师范大学学报(教育科学版), 2017, 35(5): 146-154+163.

WANG Qing, PENG Yanan. Mindful Agency Scale for College Students[J]. Journal of East China Normal University(Educationa, 2017, 35(5): 146-154+163.

参考文献

段文杰.(2014).正念研究的分歧:概念与测量.心理科学进展, 22(10),1616-1627.
刘斯漫,刘柯廷,李田田,卢莉. (2015). 大学生正念对主观幸福感的影响——情绪调节及心理弹性的中介作用. 心理科学,38(4), 889-895.
刘海燕,闫双荣,郭德俊. (2003). 认知动机理论的新进展——自我决定论.心理科学, 26(6),1115-1116.
彭彦琴,居敏珠. (2013). 正念机制的核心:注意还是态度? 心理科学,(04), 1009-1013.
邱皓政. (2003). 结构方程模型——LISREL的理论、技术与应用. 台北:双叶书廊有限公司.
王宴庆,赵鑫. (2015). 正念对考试焦虑的影响:情绪调节自我效能感的中介作用. 中国临床心理学杂志, 23(4),746-749.
王岩,辛婷婷,刘兴华,张韵,卢焕华,翟彦斌.(2012) 正念训练的去自动化效应:Stroop和前瞻记忆任务证据. 心理学报, 44(9),1180-1188.
曾细花, 罗嘉文. (2012). 工科大学生英语学习动机特点及其与英语成绩关系的研究. 广东工业大学学报 (社会科学版), 12(1), 72-76.
Alidina, S. (2010). Mindfulness for dummies. West Sussex:John Wiley and Sons.
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13, 27-45.
Baer, R. A, Walsh, E., & Lykins, E. L (2009).Assessment of mindfulness. In F.Didonna (Ed), Clinical handbook of mindfulness (pp. 153-168). New York, USA:Springer Science + Business Media.
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present:Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822-848.
Chirkovvi, Ryanrm. (2001). Parent and teacher autonomy support in Russian and US adolescents:Common effects on well-being and academic motivation. Journalof Cross Cultural Psychology, 32, 618-635.
Çetin,Bariş. (2015). Motivation And Self-Regulated Learning In Predicting Academic Achievement in College. Journal of International Education Research (JIER), 11(2), 95-106.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York:Plenum Press.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits:Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Deikman, A. J. (2000). A functional approach to mysticism. Journal of Consciousness Studies, 7(11-12), 75-91.
Garland,E., Gaylord,S., & Park J. (2009). The role of mindfulness in positive reappraisal. Explore, 5, 37-44.
Kabat-Zinn, Lipworth, Leslie, & Burney, Robert. (1985). The clinical use of mindfulness meditation for the self-regulation of chronic pain. Journal of Behavioral Medicine, 8(2), 163-190.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context:Past, present, and future. Clinical Psychology:Science and Practice, 10, 144-156.
Kee, Ying Hwa, & Liu, Yeou-Teh. (2011). Effects of dispositional mindfulness on the self-controlled learning of a novel motor task. Learning and Individual Differences, 21(4), 468-471.
Langer, Ellen J. (1993). A mindful education. Educational Psychologist, 28(1), 43-50.
Linehan, M., Armstrong, H., & Suarez, A. (1991). Cognitive-behavioral treatment therapy:An experiential approach to behavior change. Arch Gen Psychiatry, 48(12), 1060-1064.
Maarten Vansteenkiste, Joke Simons, Bart Soenens, & Willy Lens (2004). How to become a persevering exerciser? Providing a clear, future intrinsic goal in an autonomy-supportive way.Journal of Sport & Exercise Psychology, 26, 232-249.
Miller, J., Fletcher, K, & Kabat-Zinn, J. (1995). 3-year follow-up and clinical implication of a mindfulness meditation-based stress reduction intervention in the treatment of anxiety disorders. Gen Hosp Psychiatry, 17(3), 192-200.
Morgan, D. (2003). Mindfulness-based cognitive therapy foe depression:A new approach to preventing relapse. Psycholther Res, 8(2), 107-118.
Park, T., Reilly-Spong, M., & Gross, C.R. (2013). Mindfulness:A systematic review of instruments to measure an emergent patient-reported outcome (PRO). Quality of Life Research, 22(10), 2639-2659.
Robins, C. (2002). Zen principles and mindfulness practice in dialectical behavior therapy. Cognitive and Behavioral Practice, 9, 50-57.
Ruth Deakin Crick, S. H., Shafi, Adeela ahmed, & Goldspink, Chris. (2015). Developing resilient agency in learning:The internal structure of learning power. British Journal of Educational Studies, 63(2), 121-160.
Seligman, M. (2002). Authentic happiness,using the new positive psychology to realize your potential for lasting fulfillment. New York:Random House Australia.
Solberg, E., Halvorsen, R, & Sundgot-Borgen, J. (1995). Meditation:A modulator of the immune response to physical stress? A brief report. British Journal of Sports Medicine, 29, 255-257.
Taylor, Geneviève, Jungert, Tomas, Mageau, Geneviève A., Schattke, Kaspar, Dedic, Helena, Rosenfield, Steven, & Koestner, Richard. (2014). A self-determination theory approach to predicting school achievement over time:The unique role of intrinsic motivation. Contemporary Educational Psychology, 39(4), 342-358.
Witkiewitz, K., Marlatt, G., & Walker, D. (2005). Mindfulnessbased relapse prevention for alcohol and substance use disorders. Journal of Cognitive Psychotherapy, 19, 211-228.
Zhou, Mingming, Ma, Wei Ji, & Deci, Edward L. (2009). The importance of autonomy for rural Chinese children's motivation for learning. Learning and Individual Differences, 19(4), 492-498.

[1]	魏兆锋. 钱穆论中国大学教育之目标 [J]. 华东师范大学学报(教育科学版), 2014, 32(4): 118-123.
[2]	项建英. 近代中国大学教育学科设置的四种模式[J]. 华东师范大学学报(教育科学版), 2012, 30(2): 84-89.