Abstract
In this study, the Academic Encouragement Scale (AES) was revised in Chinese. A total of 645 Chinese undergraduates and graduate students participated in the test.The results show that there are 10 items in the Simplified Chinese Language Version of the Academic Encouragement Scale(AES-SC),both exploratory factor analysis(EFA) and confirmatory factor analysis(CFA) support the two factor model structure of challenge centered encouragement(AES-Challenge) and potential centered encouragement(AES-Potential), and the model has measurement equivalence across genders (male / female) and across stages of learning (undergraduate / postgraduate). The AES-SC was shown to have good psychometric properties for its use with Chinese undergraduates and postgraduates.
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Acknowledgements
This paper is a revision of the academic encouragement scale (AES-SC) under the authorization of Wong. The author wishes to Thank Y. Joel Wong, Ph. D. and its team have licensed and provided us with the original scale (AES).
Funding
This study was supported by the research project on higher education reform in Jiangxi province(JXJG-18-2-23), and the research project on academic degree and postgraduate education reform in Jiangxi province (JXYJG-2017-039).
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The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
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This study was carried out in accordance with the recommendations of the ethics committee of school of psychology, Jiangxi normal university. The protocol was approved by the ‘ethics committee of school of psychology, Jiangxi normal university. The investigation was carried out in accordance with the latest version of the Declaration of Helsinki.
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Appendix
Appendix
Simplified Chinese Language Version of academic encouragement scale (AES-SC).
请您认真阅读下面的问题,并根据自己的真实想法或真实情况作出判断,在符合自己情况的结果下打勾。陈述中“尊敬的人”指您身边值得你信赖的人, 可以是父母、老师、朋友、同学。
非常不真实 | 不真实 | 有点不真实 | 有点真实 | 真实 | 非常真实 |
|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 |
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1.
当我怀疑自己的学术能力时, 某个我尊敬的人会鼓励我相信自己。.
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2.
当我觉得要放弃一项学术任务时, 某个我尊敬的人会给我灌输希望。.
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3.
当我对一项具有挑战性的学术任务感到气馁时, 某个我尊敬的人提醒我我的长处。.
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4.
某个我尊敬的人肯定的告诉我, 我有能力处理我的学业困难。.
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5.
某个我尊敬的人表达了对我的信心, 并让我在学习上继续努力哪怕它很难。.
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6.
某个我尊敬的人会在我追求新的学术机会时指出我的优点。.
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7.
某个我尊敬的人会注意到我在学校里做的很好, 并鼓励我有更大的梦想和更高的目标。.
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8.
某个我尊敬的人坚持我应该追求更高的学业目标, 因为我有这个能力。.
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9.
某个我尊敬的人向我解释为什么我有能力在学校取得更高水平的成功。.
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10.
某个我尊敬的人对我说了积极的话来激励我考虑一个新的学术目标。.
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Qin, R., Wang, Xq., Li, Sj. et al. Reliability and construct validity of a simplified Chinese language version of Academic Encouragement Scale for Chinese undergraduates and postgraduates. Curr Psychol 42, 15412–15421 (2023). https://doi.org/10.1007/s12144-022-02787-8
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DOI: https://doi.org/10.1007/s12144-022-02787-8