「大學生學業挫折容忍力量表」之發展   全文下載

The Development of the Academic Frustration Tolerance Scale for College Students

本研究的主要目的為發展「大學生學業挫折容忍力量表」。研究中針對中部地區大專院校學生進行問卷施測，在預試方面共獲405份有效問卷，進行項目分析、探索性因素分析及信度分析，由篩選出之20個題項中共抽取出三個因素，分別為：學業冒險取向、學業行動取向、學業情緒感受；總量表的Cronbach’s α係數為.892，三個分量表的係數依序為.871、.797與.776。在正式樣本方面共獲1,420份有效問卷，將其隨機分為A、B兩組獨立樣本，以樣本A進行因素結構的驗證因素分析，以找出最簡效的因素模式，再以樣本B對最簡效的模式作複核效化的處理。結果發現，三構面之「大學生學業挫折容忍力量表」模式有良好之契合度，此一模式經過信度與效度分析之後顯示，模式之觀察值與潛在變項有良好的信度、聚合效度、區別效度，以及效標關聯效度；此外，複核效化的檢驗也證實此模式具有穩定性及預測力。「大學生學業挫折容忍力量表」具有良好的信度、效度，以及穩定性，能提供作為教育與輔導工作者或相關研究者的一項有利研究工具。

The main purpose of this study is to develop the “Academic Frustration Tolerance Scale” for college students. The researchers apply questionnaire survey to college students in central Taiwan and 405 participants are first recruited as pretest sample. After conducting item analysis, exploratory factor analysis, and reliability analysis, a 20-item formal scale is obtained. Three factors are extracted, namely academic risk-taking, academic action-taking, and academic emotion-feeling. The Cronbach’s α coefficient for the entire scale is .892, and the coefficients of internal consistency for three subscales are .871, .797, and .776, respectively. Furthermore, 1,420 valid samples are divided into 2 independent groups randomly, namely sample A and B. Sample A is used to perform a confirmatory factor analysis in order to get the most efficient model and sample B is used for the cross-validation. The results indicate that the three-factor oblique model is the most efficient model, showing good reliability, convergent validity, discriminate validity, and criterionrelated validity through internal-component analysis. The model's stability and predictive power are also confirmed. Therefore we can conclude that the “Academic Frustration Tolerance Scale” is a practical tool with good reliability, validity, and stability. It can be offered to the educators for evaluating college students’ frustration tolerance and proceeding further researches.