沉浸倾向问卷的中文版修订及信效度检验
Validation and Reliability of the Chinese Version of Immersed Tendency Questionnaire
DOI: 10.12677/AP.2015.56050, PDF,  被引量    科研立项经费支持
作者: 田 雨, 卞玉龙, 韩丕国, 李晓岳, 王 鹏, 高峰强：山东师范大学心理学院，山东 济南
关键词: 沉浸倾向问卷；中文版修订；信度；效度；Immersed Tendency Questionnaire (ITQ)； Chinese Revised Version； Reliability； Validity
摘要: 目的：按照问卷修订基本流程对Witmer等人1998年编制的沉浸倾向问卷(ITQ)进行中文版修订及信效度检验。方法：选取360名大学生进行项目分析和探索性因素分析；另外抽取440名大学生进行验证性因素分析、同质性信度检验、结构效度检验，并以网络游戏沉浸问卷得分为效标进行效标关联效度检验。结果：探索性因素分析显示问卷包括四个因子，分别命名为游戏沉浸、状态卷入、专注和情感卷入，四因子解释方差50.65%。总量表的Cronbach α系数为0.78，四个因子的α系数在0.512~0.789。验证性因素分析显示问卷具有较好的结构效度(χ2/df = 2.736, NNFI = 0.91, IFI = 0.93, CFI = 0.93, RMSEA = 0.064)，效标效度检验结果表明修订后的问卷具有较好的效标效度(r = 0.575, p < 0.001)。结论：修订后的中文版沉浸倾向问卷具有较好的信效度，能够应用于相关领域的研究。
Abstract: Background: The purpose of this study was to determine a factor structure for the immersed ten-dency questionnaire (ITQ) under the background of Chinese culture. The 14 items comprising the ITQ originally derived from Witmer and Michael’s immersed tendency questionnaire (1998). Me-thods: Data from 360 university students were subjected to exploratory factor analysis (EFA) and 440 university students were subjected to confirmatory factor analysis (CFA). Results: CFA con-firmed that ITQ was a 4-factor structure. EFA explained 50.65% of the variance through a 19-item, 4-factor structure (game immersed, state involvement, focus, and emotional involvement). Adding the total score, Cronbach’s alpha coefficients were 0.512 - 0.789. ITQ had satisfying structure va-lidity (χ2/df = 2.736, NNFI = 0.91, IFI = 0.93, CFI = 0.93, RMSEA = 0.064) and criterion validity (r = 0.575, p < 0.001). Conclusions: The revised ITQ had a satisfying structure validity and reliability; the 4-factor had a significantly better fit, and could be used in the related fields of research.
文章引用：田雨, 卞玉龙, 韩丕国, 李晓岳, 王鹏, 高峰强 (2015). 沉浸倾向问卷的中文版修订及信效度检验. 心理学进展, 5(6), 386-392. http://dx.doi.org/10.12677/AP.2015.56050

参考文献

[1] 柳恒超, 许燕, 王力(2007). 结构方程模型应用中模型选择的原理和方法. 心理学探新, 27期, 75-78.
[2] 马芳(2010). 中学生学习沉浸体验及其影响因素研究. 南京师范大学硕士学位论文.
[3] 马颖峰, 隋志华(2009). 教育网络游戏中NPC与学习者置入感的关系研究. 电化教育研究, 6期, 109-112.
[4] 平凡, 韩磊, 周宗奎(2012). 大学生网络交往问卷的初步编制及信效度检验. 中国心理卫生杂志, 26期, 709-714.
[5] 陶侃(2009). 沉浸理论视角下的虚拟交互与学习探究——兼论成人学习者“学习内存”的拓展. 远程教育杂志, 1期, 20-25.
[6] 魏华, 周宗奎, 田媛, 等(2012). 网络游戏成瘾:沉浸的影响及其作用机制. 心理发展与教育, 6期, 651-657.
[7] 温忠麟, 张雷, 候杰泰(2006). 有中介的调节变量和有调节的中介变量. 心理学报, 3期, 448-452.
[8] 张宏宇, 许艳(2010). 简版沉浸量表 SRRS 在大学生中的信效度分析. 心理研究, 4期, 34-39.
[9] 庄宗元 (2007). 在模拟情境设计历程中探讨学生沉浸经验对情绪创造力的影响. 硕士论文, 新竹: 国立交通大学.
[10] Chen, H. (2006). Flow on the net-detecting Web users’ positive affects and their flow states. Computers in Human Behavior, 22, 221-233.
[11] Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1992). Optimal experience psychological studies of flow in consciousness. Cambridge: Cambridge University Press.
[12] Ho, L. A., & Kuo, T. H. (2010). How can one amplify the effect of e-learning? An examination of high-tech employees’ computer attitude and flow experience. Computers in Human Behavior, 26, 23-31.
[13] Hoffman, D. L., & Novak, T. P. (1996). Marketing in hypermedia computer-mediated environments: Conceptual foundations. Journal of Marketing, 60, 50-68.
[14] Jackson, S. A., & Marsh, H. W. (1996). Development and validation of a scale to measure optimal experience: The flow state scale. Journal of Sport and Exercise Psychology, 18, 17-35.
[15] Kickmeier-Rust, M. D., & Albert, D. (2010). Micro-adaptivity: Protecting immersion in didactically adaptive digital educational games. Journal of Computer Assisted Learning, 26, 95-105.
[16] Oh, J., Chung, M. Y., & Han, S. Y. (2014). The more control, the better? The effects of user control on movie trailer immersion and enjoyment. Journal of Media Psychology, 26, 81-91.
[17] Qin, H., Rau, P. L. P., & Salvendy, G. (2009). Measuring player immersion in the computer game narrative. Journal of Human-Computer Interaction, 25, 107-113.
[18] Römisch, S., Leban, E., Habermas, T., & Döll-Hentschker, S. (2014). Evaluation, immersion, and fragmentation in emotion narratives from traumatized and non-traumatized women. Psychological Trauma: Theory, Research, Practice, and Policy, 6, 465-472.
[19] Sedig, K. (2007). Toward operationalization of “Flow” in mathematics learnware. Computers in Human Behavior, 23, 2064- 2092.
[20] Shin, N. (2006). Online learner’s “Flow” experience: An empirical study. British Journal of Educational Technology, 37, 705-720.
[21] Skadberg, Y. X., & Kimmel, J. R. (2004). Visitors’ flow experience while browsing a website: Its measurement, contributing factors and consequences. Computers in Human Behavior, 20, 403-422.
[22] Trevino, L. K. (1992). Flow in computer-mediated communication. Communication Research, 19, 539-573.
[23] Witmer, B. G., & Singer, M. J. (1998). Measuring presence in virtual environments: A Presence Questionnaire. Presence: Teleoperators and Virtual Environments, 7, 225-240.