基于认知–情感–行为模型的大学生课程思政感知量表编制

Scale Development for Course-Based Ideological and Political Education Perception: A Cognition-Affect-Behavior Perspective

摘要: 目的：编制大学生课程思政感知量表(University Classroom Ideological and Political Education Integration Student Perception Scale, UCIPIS)，并检验其信效度，为评估大学课堂课程思政融入效果提供可靠测量工具。方法：基于认知–情感–行为(Cognition-Affect-Conation, CAC)理论框架，结合文献分析与半结构式访谈(样本1，n₁ = 34)，构建认知理解、元素感知、情感认同、教学方式评价和行为转化五维度理论模型，编制初始量表。选取样本2 (n₂ = 546)进行项目分析与探索性因子分析，选取样本3 (n₃ = 599)进行验证性因子分析及信效度检验，另选取样本4 (n₄ = 284)间隔4周进行重测信度检验。结果：探索性因子分析提取5个因子，累计方差解释率为71.91%；验证性因子分析显示模型拟合良好(CFI = 0.933, TLI = 0.926, RMSEA = 0.045, SRMR = 0.049)；总量表Cronbach’s α系数为0.96，各维度α系数为0.87~0.91；重测信度为0.85。结论：大学生课程思政感知量表具有良好的信效度，可作为评估高校课程思政融入效果的有效工具。

Abstract: Objective: To develop the University Classroom Ideological and Political Education Integration Student Perception Scale (UCIPIS) and examine its psychometric properties, thereby providing a reliable measurement instrument for evaluating the effectiveness of ideological and political education integration in university classroom settings. Methods: Grounded in the Cognition-Affect-Conation (CAC) theoretical framework, and combining literature review with semi-structured interviews (Sample 1, n₁ = 34), we constructed a five-dimensional theoretical model encompassing cognitive understanding, element perception, affective identification, teaching method evaluation, and behavioral transformation, and subsequently developed the initial scale. Sample 2 (n₂ = 546) was employed for item analysis and exploratory factor analysis (EFA), Sample 3 (n₃ = 599) for confirmatory factor analysis (CFA) and reliability and validity testing, and Sample 4 (n₄ = 284) for test-retest reliability assessment with a 4‑week interval. Results: EFA extracted five factors, cumulatively accounting for 71.91% of the variance. CFA demonstrated good model fit (CFI = 0.933, TLI = 0.926, RMSEA = 0.045, SRMR = 0.049). The Cronbach’s α coefficient for the total scale was 0.96, with subscale α coefficients ranging from 0.87 to 0.91. The test-retest reliability coefficient was 0.85. Conclusion: The University Classroom Ideological and Political Education Integration Student Perception Scale exhibits satisfactory reliability and validity, and can serve as an effective tool for assessing the integration outcomes of ideological and political education in university courses.