Universidad Autónoma de Madrid (Spain).
Span J Psychol. 2013;16:E19. doi: 10.1017/sjp.2013.33.
The objective of this study is to develop and validate a scale of subjective resilience for students 12-17 years old. Items covered adverse situations due to parents', peers' and teachers' actions. The validation process included the analysis on the generalizability of the factor structure and of relationships of resilience scores with different kinds of protective and vulnerability factors -goal orientations and learning-oriented classroom motivational climate (CMC)-. A total of 471 students answered four questionnaires. Confirmatory factor analyses, reliability analysis and correlation and regression analyses were carried out. Results showed: (a) that factor structure was well defined; (b) that resilience scale had good reliability; (c) that scores correlated as expected with protective-vulnerability factors such as goal orientations and CMC defined by teachers' teaching-patterns, and (d) that students' attribution of perceived change in resilience to teachers' work depended on the degree in which CMC was learning oriented. Theoretical and practical implications are discussed.
本研究旨在为 12-17 岁学生开发和验证一个主观韧性量表。项目涵盖了由于父母、同伴和教师的行为而导致的逆境情况。验证过程包括对韧性得分与不同类型的保护和脆弱性因素（目标取向和以学习为导向的课堂激励氛围）之间的关系的因子结构的普遍性进行分析。共有 471 名学生回答了四个问卷。进行了验证性因素分析、可靠性分析以及相关性和回归分析。结果表明：（a）因子结构定义良好；（b）韧性量表具有良好的可靠性；（c）与保护-脆弱性因素（如目标取向和由教师教学模式定义的以学习为导向的课堂激励氛围）的得分呈预期相关；（d）学生将感知到的韧性变化归因于教师的工作，这取决于以学习为导向的课堂激励氛围的程度。讨论了理论和实践意义。
