日语版 "教师接受与行动问卷 "的开发与验证

IF 3.4 3区 心理学 Q1 PSYCHOLOGY, CLINICAL
Yuka Koh , Naoko Iwasawa , Kazuya Inoue , Tomu Ohtsuki
{"title":"日语版 \"教师接受与行动问卷 \"的开发与验证","authors":"Yuka Koh ,&nbsp;Naoko Iwasawa ,&nbsp;Kazuya Inoue ,&nbsp;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":"31 ","pages":"Article 100726"},"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 ,&nbsp;Naoko Iwasawa ,&nbsp;Kazuya Inoue ,&nbsp;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\":\"31 \",\"pages\":\"Article 100726\"},\"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}
引用次数: 0

摘要

与教师或教学相关的经验性回避可以通过教师接受与行动问卷(TAAQ)进行评估;但迄今为止,还没有日语版本的 TAAQ。本研究旨在开发日语版 TAAQ,并检验其信度和效度。参与者为日本的 300 名小学或中学教师(201 名男性,99 名女性;平均年龄 = 45.37 岁,SD = 10.42)。通过确认性因子分析确定了单因子结构。内部一致性采用项目-总相关系数和 Cronbach's alpha 进行评估,测试-再测信度采用类内相关系数进行测量。结果显示了足够的可靠性。为了考察并发效度,我们计算了与测量职业倦怠、一般经验回避(EA)、教师职业压力、工作投入和担忧的量表之间的皮尔逊积矩相关系数,结果显示两者之间存在小到大的显著相关。此外,还进行了中介分析--以职业压力源为自变量,职业倦怠的三个因素为因变量,与教学相关的EA为中介变量--以检验建构效度,结果显示中介模型显著。为了检验增量效度,我们进行了层次多元回归分析,结果表明,一旦加入日语版 TAAQ,对职业倦怠的影响就会得到改善。尽管我们的日语版 TAAQ 有一些局限性,但它显示出了足够的信度和效度,因此在未来的研究中将其用作量表是可以接受的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
8.50
自引率
18.00%
发文量
82
审稿时长
61 days
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.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信