评估天才学生课堂压力与倦怠量表的研究

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"这篇学术论文‘The measure of classroom stress and burnout among gifted and talented students’发表于1989年4月的《Psychology in the Schools》期刊，由Michael J. Fimian、Philip A. Fastenau、John H. Tashner和Arthur H. Cross四位来自阿巴拉契亚州立大学的作者撰写。文章主要探讨了如何衡量天才和有才能学生的课堂压力和倦怠情况，以及对学生压力库存（SSI）和马斯拉奇倦怠量表（MBI）进行了验证研究。" 在教育领域，尤其是针对天赋异禀和有才华的学生群体，课堂压力和倦怠问题是一个重要的议题。该论文首先介绍了学生压力库存（SSI）的开发，这是一个用于评估学生压力的工具，同时对马斯拉奇倦怠量表（MBI）进行了交叉验证，MBI是衡量工作倦怠的标准量表，但在这里被应用于学校环境，特别是天才学生群体。通过对311名天才学生的数据进行因子分析，研究者们确认了SSI和MBI在结构上的有效性，发现了五个压力因素和三个倦怠因素。这表明，这些工具能够有效地识别和区分不同类型的课堂压力和倦怠体验。为了检验这两个量表的建构效度，研究者分析了它们与课堂环境和学校生活质量的关系。此外，他们还邀请了14位儿童压力领域的专家来评估内容效度，大部分专家认为SSI的项目与学生压力密切相关。在可靠性方面，SSI和MBI的阿尔法系数（内部一致性信度）分别在0.63到0.85和0.63到0.86之间，表明这些量表具有良好的一致性和稳定性。各尺度和子尺度间也表现出中等到强的关联性，进一步证明了其效度。最后，论文探讨了压力和倦怠构造的同步效度，即这些测量结果与其他已知相关指标的关联程度，这是评估测量工具预测或解释其他变量能力的关键步骤。这篇论文提供了有关天才和有才能学生群体中课堂压力和倦怠现象的深入洞察，对于理解这类学生的心理健康状况以及改进教育实践具有重要意义。通过SSI和MBI的使用，教育工作者可以更准确地识别和应对学生面临的压力，从而提供更有效的支持和干预措施。

Stress and Burnout Among Gifted Stirdents

141

1985, a modified version of the

SSI

was sent to 17 professionals, each of whom had

authored one or more student stress publications, had conducted quantitative andlor

qualitative student stress research, or had conducted student stress workshops. Of these

surveys, 14

(82%)

were returned in usable condition and were included in the analysis

of the data. Of those who responded,

70%

were male,

70%

were between

and 40

years old,

had taught less than five years, while the majority had taught longer,

and over

70%

held advanced degrees. Thirty-six percent had given student stress

workshops; one-third had authored descriptive works about young peoples’ school-related

problems; and two-thirds had conducted qualitative research

(21

Vo),

quantitative research

(360ro),

or research combining both methods

(7%).

Instrumen tation

One instrument was developed (i.e., the SSI) and another adapted (i.e., the MBI)

for this study. Two additional, and already established, inventories were also used.

Student stress.

A pilot form of the SSI was developed based on a review of the

available literature. The surveys sent to the students (Sample A) used a 1-to-5-point

Likert-type scale for the

student-stress items that had been adopted:

=“NO Strength;

Not Noticeable”;

=“Major Strength; Extremely Noticeable” (Fimian, 1984a, 1985).

Using this measure, the students rated the degree

perceived impact that each school-

related item had had upon student stress levels. Therefore, respondents were not to signify

the presence or absence

classroom stress; rather, they were to indicate the degree

of strength with which it had been experienced.

The survey distributed to the experts contained the same items as those distributed

to the students. For this expert appraisal of content validity, however, each

the 60

items was accompanied by

different 4-point Likert-type scale (1

Not Relevant;

Somewhat Relevant;

Quite Relevant; 4

Very Relevant). This scale allowed the

experts to determine the degree to which each item was related to their individual con-

cepts of student stress.

Student Burnout.

The second instrument was the revised Maslach Burnout Inven-

tory (MBI) (Maslach

Jackson, 1986). This instrument had formerly been used with

regular teachers (Anderson, 1981; Schwab, 1980), special education teachers (Crane,

1981; McIntyre, 1981), and human service workers (Fimian, 1984b). The MBI assesses

burnout by means

statements about respondents’ attitudes, feelings, and percep-

tions of themselves and their clientele. The scale for each statement varies from

(Very

Mild, Somewhat Noticeable) to

(Major, Very Noticeable). These statements are grouped

into three factors: (a) Emotional Exhaustion, (b) Depersonalization, and (c) Lack of

Personal Accomplishment. The MBI was developed using factor analysis techniques with

populations of adult human service professionals. The scores do not designate the sub-

jects as “burned out” or “not burned out”; instead, they are placed on a continuum from

“more” to “less burned out.”

The internal consistency reliability estimates of the MBI’s subscales ranged from

.77 to .81 (Maslach

Jackson, 1986) and

.75

to .90 (Iwanicki

Schwab, 1981) for

adults. Since this was the first time the MBI was used with younger students, two changes

were made in the wording of the items. References to “recipients

service” or “students”

were changed to “teachers”; references to “work” and the “workplace” were modified

to read c‘school.’’ Thus the modified MBI would assess school-related burnout experiences,

some

of which entailed problems in interacting with or receiving services from teachers.

Classroom tedium.

Though burnout is frequently associated with role overload in

adults, it has also been linked with role underload or tedium. Since classroom tedium

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