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学业鼓励量表在大学生中的信、效度检验

Reliability-validity Test of the Academic Encouragement Scale among Chinese College Students

唐辉

Psychology of China / 2026,8(4): 575-583 / 2026-04-30 20 16

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• Information:

  肇庆学院，肇庆

• Keywords:
  Academic encouragement; Reliability; Validity; Autonomous study motivation; Perseverance of effort; Acad emic engagement
  学业鼓励; 信度; 效度; 自主学习动机; 坚持努力; 学习投入
• Abstract: To examine the psychometric properties of the 10-item Academic Encouragement Scale among Chinese college students, a total of 1,458 college students were recruited in two separate phases from two universities in Guangdong Province (Sample 1: N=791; Sample 2: N=607) was adopted. All participants completed the Academic Encouragement Scale, the Comprehensive Relative Autonomy Index, the Perseverance of Effort subscale of the Short Grit Scale, and the Utrecht Work Engagement Scale for Students. Results indicated a clear two-factor structure, comprising challenge-focused and potential-focused encouragement among undergraduates. A second-order factor model, which posits a general encouragement factor underlying the two dimensions, demonstrated a better model fit, with high factor loadings (λ > 0.88) on the higher-order factor. Both the full scale and its subscales demonstrated good internal consistency reliability (α = 0.86 - 0.94). Criterion-related validity was supported by significant positive correlations between total and subscale scores and key outcomes including autonomous study motivation, perseverance of effort, and academic engagement. A substantial proportion of variance in these outcomes (76.9% to 78.3%) was explained by overlap of challenge-focused and potential-focused encouragement, providing additional support for the validity of the second-order factor model. These results suggested that the Academic Encouragement Scale demonstrated sound reliability and validity, making it a suitable tool for assessing Chinese undergraduates’ perceived encouragement in academic contexts. 为检验10条目版学业鼓励量表在中国大学生群体中的心理测量学特性，采用方便取样法从广东省两所大学分两次共抽取1458名大学生（样本1：N=791；样本2：N=607）完成学业鼓励量表、综合相对自主性指数、简式坚毅量表的坚持努力分量表和学习投入量表。结果显示，学业鼓励量表在大学生群体中呈现出清晰的两因子结构（关注挑战和潜能的鼓励），但是与鼓励两因子模型等价的鼓励二阶因子模型更优，两条二阶因子负荷非常高（λ>0.88）；总量表和分维度的内部一致性信度良好（α=0.86～0.94）；学业鼓励、关注挑战和潜能的鼓励均与自主学习动机、坚持努力和学习投入呈显著正相关，说明效标关联效度良好；自主学习动机、坚持努力和学习投入的方差主要由关注挑战和潜能的鼓励的共同成分所解释（76.9%～78.3%），进一步支持鼓励二阶因子模型的合理性。这些结果表明，学业鼓励量表的信、效度良好，可以用于评估我国大学生在学业领域所感知到的鼓励。
• DOI: 10.35534/pc.0804088 (registering DOI)
• Cite: 唐辉. (2026). 学业鼓励量表在大学生中的信、效度检验. 中国心理学前沿, 8 (4), 575-583.