School of Public Affairs, Xiamen University, Xiamen, 361005, China.
School of Kangda, Nanjing Medical University, Lianyungang, 222000, China.
BMC Psychol. 2024 Sep 12;12(1):482. doi: 10.1186/s40359-024-01973-6.
To compile a scale of Chinese college students' perception of teachers' differential behavior and to provide a reference for college students to establish correct life values, promote college students' physical and mental health, and reduce teachers' differential treatment.
Open-ended questionnaires and expert interviews were used to conduct interviews and correspondence with 58 college students, ten psychologists, and six psychologists to form an initial questionnaire. Then, the scale's exploratory factor analysis, confirmatory factor analysis, and reliability and validity test were conducted on 7053 college students from 18 universities in 6 provinces (municipalities directly under the Central Government).
The Chinese college students' perception of teachers' differential behavior scale has two dimensions: teacher prejudice and preference. Each dimension includes three aspects: emotional feedback, behavior orientation, and opportunity privilege, and each aspect have a total of 4 items. The consistency test coefficients of each dimension and each factor of the prepared scale are all above 0.7, and the split-half reliability is above 0.6. Confirmatory factor analysis shows that the six-factor structural model fits well (χ/df = 4.287, RMSEA = 0.066, CFI = 0.950, TLI = 0.919). Using the generalized anxiety disorder scale and the patient health questionaire-9items as empirical criteria, each factor in the scale demonstrated significant correlations with both the GAD scale and the patient health questionaire-9items.
The Chinese college students' perception of teachers' differential behavior scale has a two-dimensional six-factor structure and has good reliability and validity. It can be used as an effective tool to measure Chinese college students' perceived teacher differential behavior.
编制大学生感知教师差异行为量表，为大学生树立正确的人生价值观、促进大学生身心健康、减少教师差别待遇提供参考。
采用开放式问卷和专家访谈，对 58 名大学生、10 名心理学专家和 6 名心理学教授进行访谈和函询，形成初始问卷。然后，对来自 6 个省（直辖市）18 所高校的 7053 名大学生进行量表的探索性因素分析、验证性因素分析、信度和效度检验。
大学生感知教师差异行为量表包含教师偏见和偏好两个维度，每个维度包含情感反馈、行为导向和机会特权三个方面，每个方面共 4 个条目。自编量表各维度及各因子的一致性检验系数均在 0.7 以上，分半信度在 0.6 以上。验证性因素分析表明，六因素结构模型拟合良好（χ/df=4.287，RMSEA=0.066，CFI=0.950，TLI=0.919）。以广泛性焦虑障碍量表和患者健康问卷-9 项为效标，量表各因子与 GAD 量表和患者健康问卷-9 项均呈显著相关。
大学生感知教师差异行为量表具有二维六因子结构，信度和效度良好，可作为有效测量大学生感知教师差异行为的工具。
