大學生角色期望量表的編製與層面建構   全文下載

Development of Inventory and Construction of Dimensions for the Role Expectation of Undergraduates

本研究旨在編製大學生角色期望量表，並建構大學生角色期望的層面。透過文獻探討、擬訂初稿，經專家審查後完成預試量表，以大學生、大學教師及社會人士共411人為樣本，經試探性因素分析後完成正式量表，再以3,237人為樣本進行驗證性因素分析。研究發現：一、由探索性因素分析（累積解釋量 = 51.551%；α = .942）及驗證性因素分析（ ρc = .86 、.92 、.87 、.81 、.86 、.85, 一階因素ρv= .44、.52、.58、.46、.61、.53; 二階因素ρv = .61），顯示本研究之大學生角色期望量表之效度、信度頗佳。且經二階因素分析顯示模式尚稱適配；二、大學生角色期望包含探索學習、自我形塑、社會參與、專業準備、品格養成及素養陶冶六層面；三、大學生角色期望量表通過測量恆等性之檢驗，具跨樣本的有效性及穩定性。

This study sought to construct the dimensions for the role expectations of undergraduates by developing an inventory of role expectations. The inventory of role expectations was developed based on a literature review, expert reviews, exploratory factor analysis, and confirmatory factor analysis. The participants in both exploratory and confirmatory factor analysis were undergraduates, university professors, and citizens in Taiwan. The exploratory factor analysis involved 411 participants, whereas the confirmatory factor analysis included 3,237 participants. The findings of this study clearly indicate that the role expectations of undergraduates can be divided into six dimensions, namely exploring learners, self-constructors, society participators, professional trainees, moral developers, and literacy cultivators. The validity and reliability of the inventory developed in this study are satisfactory according to exploratory factor analysis (total variance = 51.551%; α = .942), and the fitness of the model is acceptable according to second-order confirmatory factor analysis (ρc = .86, .92, .87, .81, .86, .85; ρv = .44, .52, .56, .46, .61, .53 for first-order factors; and ρv = .61 for second-order factors). The measurement equivalence of the inventory developed was accurate according to a multigroup analysis of undergraduates, professors, and citizens.