{"title":"日语版 \"教师接受与行动问卷 \"的开发与验证","authors":"Yuka Koh , Naoko Iwasawa , Kazuya Inoue , Tomu Ohtsuki","doi":"10.1016/j.jcbs.2024.100726","DOIUrl":null,"url":null,"abstract":"<div><p>Experiential avoidance related to teachers or teaching can be assessed using the Teachers Acceptance and Action Questionnaire (TAAQ); however, no Japanese version of the TAAQ has thus far been presented. This study aimed to develop a Japanese version of the TAAQ and examine its reliability and validity. The participants were 300 elementary or middle school teachers in Japan (201 men, 99 women; mean age = 45.37, <em>SD</em> = 10.42). A one-factor structure was identified using confirmatory factor analysis. Internal consistency was assessed using item-total correlation coefficients and Cronbach’s alpha, while test-retest reliability was measured using intraclass correlation coefficients. The results demonstrated sufficient reliability. Pearson’s product-moment correlation coefficients—with scales that measure burnout, experiential avoidance (EA) in general, teachers’ occupational stressors, work engagement, and worry—were calculated to examine concurrent validity and showed a small-to-large significant correlation. Mediation analyses—with occupational stressors as the independent variable, the three factors of burnout as the dependent variables, and teaching-related EA as the mediation variable—were also conducted to examine construct validity, which showed significant mediation models. Hierarchical multiple regression analysis was conducted to examine incremental validity; it showed that once the Japanese version of the TAAQ was added, the effect on burnout improved. Although our Japanese version of the TAAQ has some limitations, it showed sufficient reliability and validity; therefore, its use as a scale in future research is acceptable.</p></div>","PeriodicalId":47544,"journal":{"name":"Journal of Contextual Behavioral Science","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212144724000061/pdfft?md5=d691ed2680506b30223e67cb5b9f2790&pid=1-s2.0-S2212144724000061-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Development and validation of a Japanese version of the Teachers Acceptance and Action Questionnaire\",\"authors\":\"Yuka Koh , Naoko Iwasawa , Kazuya Inoue , Tomu Ohtsuki\",\"doi\":\"10.1016/j.jcbs.2024.100726\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Experiential avoidance related to teachers or teaching can be assessed using the Teachers Acceptance and Action Questionnaire (TAAQ); however, no Japanese version of the TAAQ has thus far been presented. This study aimed to develop a Japanese version of the TAAQ and examine its reliability and validity. The participants were 300 elementary or middle school teachers in Japan (201 men, 99 women; mean age = 45.37, <em>SD</em> = 10.42). A one-factor structure was identified using confirmatory factor analysis. Internal consistency was assessed using item-total correlation coefficients and Cronbach’s alpha, while test-retest reliability was measured using intraclass correlation coefficients. The results demonstrated sufficient reliability. Pearson’s product-moment correlation coefficients—with scales that measure burnout, experiential avoidance (EA) in general, teachers’ occupational stressors, work engagement, and worry—were calculated to examine concurrent validity and showed a small-to-large significant correlation. Mediation analyses—with occupational stressors as the independent variable, the three factors of burnout as the dependent variables, and teaching-related EA as the mediation variable—were also conducted to examine construct validity, which showed significant mediation models. Hierarchical multiple regression analysis was conducted to examine incremental validity; it showed that once the Japanese version of the TAAQ was added, the effect on burnout improved. Although our Japanese version of the TAAQ has some limitations, it showed sufficient reliability and validity; therefore, its use as a scale in future research is acceptable.</p></div>\",\"PeriodicalId\":47544,\"journal\":{\"name\":\"Journal of Contextual Behavioral Science\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2024-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S2212144724000061/pdfft?md5=d691ed2680506b30223e67cb5b9f2790&pid=1-s2.0-S2212144724000061-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Contextual Behavioral Science\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2212144724000061\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, CLINICAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Contextual Behavioral Science","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2212144724000061","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}
Development and validation of a Japanese version of the Teachers Acceptance and Action Questionnaire
Experiential avoidance related to teachers or teaching can be assessed using the Teachers Acceptance and Action Questionnaire (TAAQ); however, no Japanese version of the TAAQ has thus far been presented. This study aimed to develop a Japanese version of the TAAQ and examine its reliability and validity. The participants were 300 elementary or middle school teachers in Japan (201 men, 99 women; mean age = 45.37, SD = 10.42). A one-factor structure was identified using confirmatory factor analysis. Internal consistency was assessed using item-total correlation coefficients and Cronbach’s alpha, while test-retest reliability was measured using intraclass correlation coefficients. The results demonstrated sufficient reliability. Pearson’s product-moment correlation coefficients—with scales that measure burnout, experiential avoidance (EA) in general, teachers’ occupational stressors, work engagement, and worry—were calculated to examine concurrent validity and showed a small-to-large significant correlation. Mediation analyses—with occupational stressors as the independent variable, the three factors of burnout as the dependent variables, and teaching-related EA as the mediation variable—were also conducted to examine construct validity, which showed significant mediation models. Hierarchical multiple regression analysis was conducted to examine incremental validity; it showed that once the Japanese version of the TAAQ was added, the effect on burnout improved. Although our Japanese version of the TAAQ has some limitations, it showed sufficient reliability and validity; therefore, its use as a scale in future research is acceptable.
期刊介绍:
The Journal of Contextual Behavioral Science is the official journal of the Association for Contextual Behavioral Science (ACBS).
Contextual Behavioral Science is a systematic and pragmatic approach to the understanding of behavior, the solution of human problems, and the promotion of human growth and development. Contextual Behavioral Science uses functional principles and theories to analyze and modify action embedded in its historical and situational context. The goal is to predict and influence behavior, with precision, scope, and depth, across all behavioral domains and all levels of analysis, so as to help create a behavioral science that is more adequate to the challenge of the human condition.