Hagborg W J
Chatham Middle School, New York 12037, USA.
Adolescence. 1998 Summer;33(130):461-8.
School membership is the extent of personal belonging, respect, and support students feel in school. To evaluate this construct, Goodenow (1993) developed the Psychological Sense of School Membership (PSSM) questionnaire. In a recent factor analytic study, Hagborg (1994) found that the PSSM measured three dimensions rather than one. The present investigation examined the psychometric properties of a shortened version--the PSSM-Brief. This unidimensional measure of school membership was administered to 120 middle school students (grades 5 to 8). The PSSM-Brief demonstrated high internal consistency. In addition, a median sample split was performed to investigate the scale's criterion validity. Consistent with prior PSSM research, the high-scoring group reported higher grades, more time spent on homework, and greater school motivation than did the low-scoring group. Supportive of Wehlage's theoretical model of school membership (Wehlage, Rutter, Smith, Lesko, & Fernandez, 1989), the high group reported a more internal locus of control. A small but statistically significant positive correlation was also found between school membership and educational aspirations.
学校归属感是指学生在学校中所感受到的个人归属感、受到尊重的程度以及得到的支持。为了评估这一概念，古德诺（1993年）编制了学校归属感心理量表（PSSM）问卷。在最近的一项因素分析研究中，哈格伯格（1994年）发现PSSM测量的是三个维度而非一个维度。本研究考察了一个简化版本——PSSM简表的心理测量特性。这个单维度的学校归属感量表被施测于120名中学生（5至8年级）。PSSM简表显示出较高的内部一致性。此外，进行了中位数样本分割以考察该量表的效标效度。与先前的PSSM研究一致，高分组在成绩、花在家庭作业上的时间以及学校动机方面均高于低分者。支持韦拉格的学校归属感理论模型（韦拉格、鲁特、史密斯、莱斯科和费尔南德斯，1989年），高分组报告了更强的内控倾向。学校归属感与教育期望之间也发现了一个小但在统计上显著的正相关。
