課室專注力量表之建構

本研究以Knudsen（2007）注意力功能成分模型為理論架構，研究目的在於：（1）建構刺激過濾、感官控制、競爭選擇與工作記憶之四因素課室專注力量表；（2）以此量表比較高中與高職學生課室專注力的差異。本量表採非隨機分層立意抽樣，依序經過探索性（140名高中學生）、驗證性因素分析（918名高中學生）與測量恆等性（918名高中與967名高職學生）等分析方式。研究結果顯示：（1）本量表整體測量模型與實徵資料具理想適配，量表內部信、效度良好，且量表在日間精神狀態與一般情境下注意力功能的外部效度證據上亦獲得支持。在測量恆等性的結果方面，高中與高職學生在課室專注力量表上具有測量恆等性；（2）在高中與高職學生課室專注力差異的分析中，高中生在課室專注力的四個因素皆達理想程度，而高職學生僅在刺激過濾與感官控制達理想，且高中生在四個因素的平均得分均高於高職學生。本研究依據結果，提出四點未來研究的建議。

關鍵字

課室專注力量表；驗證性因素分析；測量恆等性

並列摘要

The aims of this study were to develop a concentration questionnaire and to compare the difference of the two groups of senior and vocational high school students in this questionnaire. The concentration questionnaire was based on Knudsen (2007)'s model, functional components of attention (FCA), including four factors: salience filters, sensitivity control, competitive selection and working memory. The data were collected by the stratified non-random sampling. The samples were divided into three sets: exploratory analysis (140 senior high school students), confirmatory analysis (918 senior high school students) and the analysis of measurement invariance (918 senior high school students and 967 vocational high school students). The results shows: (1) The collected data fit to the measurement model and there are great construct validity and reliability in this questionnaire. The evidence of criterion-related validity on the daytime mental state and the ability of attention is also provided. Moreover, measurement invariance is confirmed for the senior and vocational high school students. (2) Two major differences between senior and vocational school students on the concentration questionnaire are competitive selection and working memory. Based on the results, four suggestions for the future studies are provided.

並列關鍵字

concentration questionnaire ； confirmatory analysis ； measurement invariance

國際替代計量

課室專注力量表之建構

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