大学生学习倦怠量表的编制及信效度检验
Development and Reliability and Validity of College Students’ Learning Burnout Scale

目的：编制适用于大学生的学习倦怠量表。方法：在查阅相关文献的基础上，基于相关文献、访谈和开放式问卷的基础上，通过项目分析、探索性因素分析以及验证性因素分析确定题项，对561名在校大学生进行施测，以检验本问卷的信效度。结果：1) 正式问卷共13道题，包括低自我效能感，人际关系疏离，身心耗竭三个维度。2) 验证性因素分析结果表明3因子模型拟合良好(χ2/df = 2.156，GFI、AGFI、NFI、CFI四个指标依次为0.923、0.902、0.905、0.915均高于0.90，RMSEA为0.043 < 0.05)；3) 问卷各维度的Cronbach’s Alpha系数在0.731至0.834，问卷的总Cronbach’s Alpha系数为0.767；各维度重测系数为0.794至0.877，总问卷的重测系数为0.788。结论：编制的大学生学习倦怠量表具有良好的信度和效度，符合心理测量学标准。
Objective: To develop a learning burnout scale for college students. Methods: On the basis of consulting the relevant literature, based on the relevant literature, interviews and open-ended questionnaire, through project analysis, exploratory factor analysis and confirmatory factor analysis, 561 college students were tested to test the reliability and effectiveness of the questionnaire. Results: 1) There were 13 questions in the formal questionnaire, including three dimensions: low self-efficacy, interpersonal alienation and physical and mental exhaustion. 2) Confirmatory factor analysis showed that the three factor model fitted well (χ2/DF = 2.156, GFI, AGFI, NFI, CFI were 0.923, 0.902, 0.905, 0.915, all higher than 0.80, RMSEA was 0.043 < 0.05). 3) Cronbach’s alpha coefficient of each dimension of the questionnaire ranged from 0.731 to 0.834. The alpha coefficient was 0.767, the retest coefficient of each dimension was 0.794 to 0.877, and the retest coefficient of the total questionnaire was 0.788. Conclusion: The college students’ learning burnout scale has good reliability and validity, which conforms to the psychometric standard.