「護理學生學業復原力量表」之發展與信效度檢定

Development and Validation of the Academic Resilience Inventory for Nursing Students in Taiwan

李承傑(Cheng-Chieh Li) ； 魏琦芳(Chi-Fang Wei) ； 董旭英(Yuk-Ying Tung)

《護理雜誌》 64卷5期 (2017/10) Pp. 30-40

https://doi.org/10.6224/JN.000066

摘要

背景：護理學生在學習過程中若持續承受過大課業壓力且無效因應，將影響學生學習成效與專業表現，為了使學生在學業壓力下成功調節與適應，學業復原力的探究格外重要。目的：發展護理學生學業復原力量表並檢定其信效度。方法：以中南部三所學校611位護理學生為研究對象，運用R語言隨機切割兩個次樣本，樣本一進行探索性因素分析以作為題目篩選依據；樣本二進行驗證性因素分析、複核效化分析，以及效標關聯效度分析。結果：學業復原力包含認知成熟、情緒調整，以及求助行為等三個構面，理論模型與觀察資料具有良好適配，也具有可接受的收斂效度與區辨效度，學習表現、學習態度、希望與樂觀以及憂鬱行為也具有良好的效標關聯效度。結論／實務應用：護理學生學業復原力量表有良好的信效度，適用於測量護理學生的學業復原力，可幫助護理學生檢視學習過程的課業壓力與因應。

關鍵字

學業復原力 ； 護理學生 ； 驗證性因素分析

並列摘要

Background: Failure to cope with learning pressures has been shown to influence the learning achievement and professional performance of nursing students. In order to enable nursing students to adapt successfully to their academic stress, it is essential to explore their academic resilience in the process of learning. Purpose: To develop the Academic Resilience Inventory for Nursing Students (ARINS) and to test its reliability and validity. Methods: A total of 611 nursing students in central and southern Taiwan were recruited as participants. We divided the sample into two subsamples randomly using R software. The first sample was used to conduct item analysis and exploratory factor analysis. The other sample was used to conduct confirmatory factor analysis, cross validation, and criterion-related validity. Results: There are 15 items in the ARINS, with cognitive maturity, emotional regulation, and help-seeking behavior used as the measurement indicators of academic resilience in nursing students. The assessed goodness-of-fit index indicates that the model fit the data well based upon the CFA and has good convergent validity and discriminant validity. Criterion-related validity was supported by the correlation among ARINS, learning performance and attitude, hope and optimistic, and depression. Conclusions/Implications for Practice: The ARINS has good reliability and validation and is a suitable measure of academic resilience in nursing students. It is helpful for nursing students to examine their academic stress and coping efficacy in the learning process.

並列關鍵字

academic resilience ； nursing students ； confirmatory factor analysis

參考文獻

吳沛妤、譚子文、董旭英（2012）．家庭暴力經驗、復原力與臺南市都會區國中生自我傷害行為之關聯性研究．青少年犯罪防治研究期刊，4（2），69–107。[Wu, P. Y., Tan, T. W., & Tung, Y. Y. (2012). The relationships among experiences of family violence, resilience and adolescent self-injurious. Journal of Research in Delinquency and Prevention, 4(2), 69–107.]

黃智玉、陳如容、鄭淦元、宋素卿（2014）．探討慢性精神病人之復原力及其相關因素．護理暨健康照護研究，10（2），154–163。[Huang, C. Y., Chen, R. R., Cheng, K. Y., & Sung, S. C. (2014). Exploring resilience and its related factors in patients with chronic mental illness. Journal of Nursing and Healthcare Research, 10(2), 154–163.] doi:10.6225/JNHR.10.2.154

劉　萱、邱啟潤（2012）．長照機構之老年住民復原力及其相關因素探討．護理暨健康照護研究，8（3），179–190。[Liu, X., & Chiou, C. J. (2012). The resilience of elderly residents in long-term care facilities and related factors. Journal of Nursing and Healthcare Research, 8(3), 179–190.] doi:10.6225/JNHR.08.3.179

曾文志（2006）．復原力保護因子效果概化之統合分析．諮商輔導學報：高師輔導所刊，14，1–35。[Tseng, W. C. (2006). A meta-analysis of effect generalizations of protective factors of resilience. Journal of Counseling & Guidance, 14, 1–35.] doi:10.6308/JCG.14.01

林淑惠、黃韞臻（2012）．「大學生學習投入量表」之發展．測驗學刊，59（3），373–396。[Lin, S. H., & Huang, Y. C. (2012). Development of learning engagement scale for college students. Psychological Testing, 59(3), 373–396.]