同辈压力下内卷体验量表的编制与信效度检验

Development and Psychometric Evaluation of the Peer Pressure-Related Academic Involution Experience Scale

摘要: 目的：编制一份聚焦于同辈比较语境、涵盖被迫卷入体验和长期耗竭感的《同辈压力下内卷体验量表》，并检验其信效度。方法：基于社会比较理论、自我决定理论和资源保存理论，构建包含同辈比较压力、被迫卷入体验、内卷相关耗竭三个维度的理论框架。经操作性定义和条目编制，形成20题预测试稿。预测试阶段采用方便抽样，选取173名在校大学生施测，经项目分析和探索性因素分析筛选条目，形成16题正式量表。正式测试阶段重新选取302名在校大学生施测，进行验证性因素分析和信效度检验。结果：探索性因素分析提取出3个因子，累计方差解释率65.21%，16个条目在所属因子上的载荷在0.597~0.923之间。验证性因素分析表明三因子模型拟合良好(χ²/df = 1.99, CFI = 0.973, TLI = 0.968, RMSEA = 0.057, SRMR = 0.032)。总量表Cronbach’s α系数为0.961，三个维度的α系数分别为0.916、0.911、0.939；组合信度分别为0.916、0.912、0.940；平均方差抽取量分别为0.686、0.675、0.725。量表总分与单题自尊量表得分呈显著负相关(r = −0.463, p < 0.001)。结论：《同辈压力下的内卷体验量表》信效度良好，三维结构稳定，可作为测量大学生同辈压力下内卷体验的有效工具。

Abstract: Objective: To develop the Peer Pressure–Induced Academic Involution Experience Scale, which focuses on peer comparison contexts and captures both the experience of forced involvement in academic involution and long-term exhaustion, and to examine its reliability and validity. Methods: Based on Social Comparison Theory, Self-Determination Theory, and Conservation of Resources Theory, a theoretical framework comprising three dimensions—peer comparison pressure, forced involvement in academic involution, and involution-related exhaustion—was established. Following operational definition and item generation, a preliminary 20-item version of the scale was developed. In the pilot study, a convenience sample of 173 college students completed the preliminary scale. Item analysis and exploratory factor analysis (EFA) were conducted to refine the scale, resulting in a final 16-item version. In the formal study, another convenience sample of 302 college students was recruited to complete the finalized scale. Confirmatory factor analysis (CFA) and psychometric analyses were then performed to evaluate the scale’s reliability and validity. Results: Exploratory factor analysis extracted three factors, accounting for 65.21% of the total variance. Factor loadings of the 16 items ranged from 0.597 to 0.923. Confirmatory factor analysis supported the three-factor model, demonstrating a good model fit (χ²/df = 1.99, CFI = 0.973, TLI = 0.968, RMSEA = 0.057, SRMR = 0.032). The overall scale showed excellent internal consistency (Cronbach’s α = 0.961), with Cronbach’s α coefficients of 0.916, 0.911, and 0.939 for the three dimensions, respectively. Composite reliability values were 0.916, 0.912, and 0.940, while the average variance extracted (AVE) values were 0.686, 0.675, and 0.725, respectively. The total scale score was significantly negatively correlated with the Single-Item Self-Esteem Scale score (r = −0.463, p < 0.001), supporting criterion-related validity. Conclusion: The Peer Pressure–Induced Academic Involution Experience Scale demonstrated satisfactory reliability and validity, with a stable three-factor structure. It can serve as a reliable and valid instrument for assessing academic involution experiences among college students in the context of peer pressure.