|
|
|
| Development and reliability and validity testing of mind wandering questionnaire for adolescent online learning |
| CHEN Yue1,2, YU Zhanyu2 |
1. Jiangsu Vocational Institute of Architectural Technology, Xuzhou 221116, Jiangsu Province, China; 2. School of Education Science, Jiangsu Normal University, Xuzhou 221116, Jiangsu Province, China |
|
|
|
|
Abstract Objective To develop the mind wandering questionnaire for adolescent online learning, and analyze and test the reliability and validity of the questionnaire. Methods Through literature analysis and semi-structured interviews, the mind wandering questionnaire for adolescent online learning was developed. The initial subjects were tested by usingthe initial questionnaire（57 items）, and 194 valid questionnaires were collected. The data of the initial questionnairewas analyzed and processed to form a formal questionnaire（with 3 dimensions and 40 items）. The formal subjects were tested by using the formal questionnaire, and 433 valid questionnaires were collected. Item analysis and factor analysis on the questionnaire were conducted, and reliability and validity were tested. Results The internal consistency Cronbach’s α coefficient of the questionnaire was 0.975 , the split-half reliability was 0.922 , and the KMO value was 0.948, which had good reliability and validity. χ2/df=3.191 , RMSEA=0.071 , and IFI, CFI, and TLI were all above 0.8. The three-dimensional model had a good fit. Its correlations with the Chinese version of mind wandering questionnaire（r=0.764, P=0.000）and mindful attention awareness scale（r=0.724, P=0.000）were significant. Conclusion The mind wandering questionnaire for adolescent online learning has a good model structure and good reliability indicators. It can be used as a measurement tool for mind wandering of adolescent online learning.
|
|
|
|
|
|
|
|
|
