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学校焦虑量表-教师报告(SAS-TR)的心理测量特性。

Psychometric properties of the School Anxiety Scale-Teacher Report (SAS-TR).

作者信息

Lyneham Heidi J, Street Anna K, Abbott Maree J, Rapee Ronald M

机构信息

Centre for Emotional Health, Macquarie University, Australia.

出版信息

J Anxiety Disord. 2008;22(2):292-300. doi: 10.1016/j.janxdis.2007.02.001. Epub 2007 Feb 6.

Abstract

This paper describes the development and psychometric evaluation of a teacher report scale of anxiety in children. After initial pilot, the School Anxiety Scale-Teacher Report (SAS-TR) was reduced to 16 items which were answered on a 4-point scale. Psychometric evaluation was conducted on 240 community and 140 anxiety disordered children aged 5-12 years. Factor analysis identified two subscales reflecting social and generalized anxiety. The SAS-TR was found to have acceptable internal consistency, appropriate relationships with other teacher report scales, and was positively correlated with parent report of child anxiety. Gender and age effects on total and subscale scores were not evident. Clinical utility was evident with the scale discriminating between the community and clinical groups, correctly classifying a large proportion of anxiety disordered children and showing sensitivity to changes in anxiety with treatment. The SAS-TR complements existing measures and can be used within a multi-informant approach to the assessment of child anxiety.

摘要

本文描述了一种儿童焦虑教师报告量表的编制及心理测量学评估。经过初步试用后,学校焦虑量表 - 教师报告版(SAS - TR)缩减至16个项目,采用4点量表作答。对240名社区儿童和140名5至12岁焦虑症儿童进行了心理测量学评估。因素分析确定了反映社交焦虑和广泛性焦虑的两个分量表。结果发现,SAS - TR具有可接受的内部一致性,与其他教师报告量表有适当的关系,并且与家长报告的儿童焦虑呈正相关。性别和年龄对总分及分量表分数的影响不明显。该量表在区分社区组和临床组方面表现出临床效用,能正确分类大部分焦虑症儿童,并显示出对治疗中焦虑变化的敏感性。SAS - TR补充了现有测量方法,可用于多信息源评估儿童焦虑。

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