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返回卷期清單 (72(3) / 2025 / 9)
72(3)
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2025 / 9
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pp. 239 - 279
DOI:
「兒童社會情緒學習能力量表」之編製與信效度檢驗
The Development, Reliability and Validity Analysis of Children's Social-Emotional Learning Scale
821
3152
作者
林秀玲 Hsiu-Ling Lin
(國立臺灣師範大學科學教育中心博士後研究員 Postdoctoral Research Fellow, Science Education Center, National Taiwan Normal University)
陳學志 Hsueh-Chih Chen
(國立臺灣師範大學教育心理與輔導學系講座教授、社會情緒教育與 發展研究中心主任 Chair Professor, Department of Educational Psychology and Counseling; Director, Social Emotional Education and Development Center, National Taiwan Normal University)
陳清暉 Ching-hui Chen
(國立臺灣師範大學教育心理與輔導學系博士生 PhD student, Department of Educational Psychology and Counseling, National Taiwan Normal University)
張雨霖 Yu-Lin Chang
(國立臺灣師範大學教育心理與輔導學系副教授 Associate Professor, Department of Educational Psychology and Counseling, National Taiwan Normal University)
蔡孟寧 Meng-Ning Tsai *
(國立臺灣師範大學教育心理與輔導學系博士後研究員 Postdoctoral Research Fellow, Department of Educational Psychology and Counseling, National Taiwan Normal University)
林秀玲 Hsiu-Ling Lin
國立臺灣師範大學科學教育中心博士後研究員 Postdoctoral Research Fellow, Science Education Center, National Taiwan Normal University
陳學志 Hsueh-Chih Chen
國立臺灣師範大學教育心理與輔導學系講座教授、社會情緒教育與 發展研究中心主任 Chair Professor, Department of Educational Psychology and Counseling; Director, Social Emotional Education and Development Center, National Taiwan Normal University
陳清暉 Ching-hui Chen
國立臺灣師範大學教育心理與輔導學系博士生 PhD student, Department of Educational Psychology and Counseling, National Taiwan Normal University
張雨霖 Yu-Lin Chang
國立臺灣師範大學教育心理與輔導學系副教授 Associate Professor, Department of Educational Psychology and Counseling, National Taiwan Normal University
蔡孟寧 Meng-Ning Tsai *
國立臺灣師範大學教育心理與輔導學系博士後研究員 Postdoctoral Research Fellow, Department of Educational Psychology and Counseling, National Taiwan Normal University
中文摘要

目前，國內對於社會情緒學習的探討與實務推廣正在萌芽階段，但仍缺乏正式的測量工具。本研究參考「課業、社交與情緒學習協作組織」（CASEL）所提出的社會情緒學習五大核心素養，編製「兒童社會情緒學習量表」（CSELS），包含自我覺察、自我管理、社會覺察、人際技巧、承擔決定五個分量表，共計51 題。首先以立意抽樣，抽取包含國小、國中、高中共239 位學生作為預試樣本，進行項目分析及探索性結構方程模式分析，以確認其因素結構；接著再以497 位國小學童作為正式樣本，進行信度和效度分析。結果顯示，CSELS 具有穩定的五因素結構，整體量表及分量表皆具有良好的內部一致性及再測信度。效度方面，本量表的整體模型適配度指標均達良好之標準，顯示量表之五因素結構及各子因素具有合理適配的建構效度。此外，以「青少年幸福感量表」、「貝克兒童及青少年量表」以及「國中小學習動機量表」為效標加以分析，結果發現各效標之得分與本量表之得分皆具有顯著關聯，顯示本量表具有良好之效標關聯效度。綜合上述研究結果，本研究編製之CSELS 具有良好的信度與效度，適用於測量國小學童之社會情緒學習能力，有助於評估個人社會情緒學習的現況。

英文摘要

This study aims to develop a "Children's Social-Emotional Learning Scale" (CSELS) serving as a tool to assess personal social-emotional competence and the effectiveness of instructional interventions. The scale was developed based on five core competencies of Collaborative for Academic, Social, and Emotional Learning (CASEL), including "self-awareness," "self-management," "social awareness," "relationship skills," and "responsible decision-making" subscales and comprises 51 questions. Through purposive sampling, 239 students from elementary, junior high, and high schools were selected as the pilot samples for item analysis and exploratory structural equation modeling to confirm the factor structure. For the reliability and validity analyses, present study recruited 497 elementary school students as the formal samples. The results indicated a stable five-factor structure for the CSELS . Both the overall scale and subscales demonstrated good internal consistency and test-retest reliability. Regarding validity, CSELS met the standard fit indices, indicating reasonable construct validity for the five-factor structure and each subfactor. Using the "Adolescent Happiness Scale," the "Chinese Version Beck Youth Inventories," and the "Learning Motivation Scale for Primary and Junior High School Students" as criteria, the scores on these scales were significantly correlated with those of the CSELS, demonstrating good convergent validity. In conclusion, the CSELS exhibits good reliability and validity, making it suitable for measuring social-emotional competencies among Taiwanese elementary school children. This tool contributes to assessing the current state of individual social-emotional learning.

中文關鍵字

兒童社會情緒學習、社會情緒學習、探索性結構方程模式

英文關鍵字

Children's Social-Emotional Learning Scale, exploratory structural equation modeling, social-emotional learning