教师自闭症自我效能量表（ASSET）的初步研究
Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET).
作者信息
Ruble Lisa A, Toland Michael D, Birdwhistell Jessica L, McGrew John H, Usher Ellen L
机构信息
University of Kentucky.
出版信息
Res Autism Spectr Disord. 2013 Sep;7(9):1151-1159. doi: 10.1016/j.rasd.2013.06.006.
Abstract
The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers ( = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers' responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples.
摘要
本研究的目的是评估一种新的测量工具——教师自闭症自我效能量表（ASSET），考察其维度、内部一致性以及在一个由44名自闭症学生的特殊教育教师组成的样本中得出的结构效度。结果表明，所有项目都反映了一个主导因素，教师对项目的回答在样本内部是一致的，并且与100分制相比，6分制的回答量表是足够的。研究发现，ASSET得分与教师压力的两个子量表测量得分（即自我怀疑/对支持的需求和教学过程的干扰）呈负相关，但与教师职业倦怠得分无关。ASSET是一个很有前景的工具，需要在更大的样本中进行重复研究。
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