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高中生社会支持与人际适应量表的编制与信效度检验

The High School Social Support and Interpersonal Adaptatio n Scale: Development and Validation

Psychology of China / 2025,7(12): 1643-1648 / 2026-01-06 69 49

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• Authors: 王晓明 谢小可 沈霞 郝蓉霞 韩述尧
• Information:

  曲阜师范大学心理学院，曲阜

• Keywords:
  Social support; High school students; School bullying; Reliability; Validity
  社会支持; 高中生; 校园欺凌; 信度; 效度
• Abstract: Objective: To develop a scale measuring social support and interpersonal adaptation for high school students that integrates both positive support resources and negative interpersonal distress, and to test its reliability and validity. Methods: Based on the Social Support Theory and Social Ecological Systems Theory, an initial questionnaire was developed through literature review, expert consultation, and pilot testing. A total of 618 middle and high school students from Shandong Province were selected for the formal survey. The items and structure of the scale were improved using an item analysis and exploratory factor analysis. The goodness of fit between the scale and theoretical construct was verified using a confirmatory factor analysis. The scale reliability was assessed using Cronbach’s α and split-half reliability. Results: The final scale consists of 17 items across three dimensions: Bullying Victimization, Perceived Social Support, and Social Anxiety. The EFA results showed a cumulative variance contribution rate of 60.64%, with all item loadings exceeding 0.60. The CFA indicated a good model fit (χ2/df=2.241, RMSEA=0.063, CFI=0.950, TLI=0.941), and the composite reliability for all dimensions was greater than 0.83, indicating good convergent validity. Cronbach’s α coefficients for the total scale and its subscales ranged from 0.826 to 0.936, and the Guttman split-half coefficients ranged from 0.790 to 0.917. Conclusion: The Interpersonal Adaptation Scale for High School Students developed in this study has good reliability and validity, making it an effective tool for assessing students’ adaptation status within the school interpersonal environment. 目的：编制一份整合正向支持资源与负向人际困扰的高中生社会支持与人际适应量表，并对其进行信效度检验。方法：基于社会支持理论与社会生态系统理论，通过文献回顾、专家函询及预调查编制初始问卷。选取山东省618名中学生进行正式施测。根据项目分析以及探索性因子分析的结果，对量表条目和结构进行优化，通过验证性因子分析验证量表与理论结构的拟合程度；通过Cronbach’sα系数、折半信度评价量表的信度。结果：最终量表共包含17个条目，包括欺凌受害、领悟社会支持、社交焦虑三个维度。探索性因子分析显示累积方差贡献率为60.64%，各条目载荷均大于0.60。验证性因子分析显示模型拟合良好（χ2/df=2.241，RMSEA=0.063，CFI=0.950，TLI=0.941），且各维度的组合信度均大于0.83，具有较好的收敛效度。总量表及各维度的Cronbach’sα系数在0.826～0.936之间，Guttman折半系数在0.790～0.917之间。结论：编制的高中生社会支持与人际适应量表具有良好的信度和效度，能有效评估高中生在校园人际环境中的适应状况。
• DOI: https://doi.org/10.35534/pc.0712266
• Cite: 王晓明, 谢小可, 沈霞, 郝蓉霞, 韩述尧. (2025). 高中生社会支持与人际适应量表的编制与信效度检验. 中国心理学前沿, 7 (12), 1643-1648.