Frost多维完美主义量表的因子结构和纵向测量不变性——以菲律宾为例

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-11-13 DOI:10.1080/21683603.2020.1837702

Patricia D. Simon

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引用次数: 3

摘要

弗罗斯特多维完美主义量表(简称FMPS)是最早经过实证验证的完美主义测量方法之一。文化上的细微差别要求我们在亚洲样本上测试这个简短版本的效率。鉴于大量的研究一直将完美主义与学业成就联系起来，我们需要对这一简短工具的效用进行研究，尤其是对具有集体主义背景的学生。验证性因子分析的数据来自菲律宾大学生样本(N = 306)显示，FMPS-Brief是一个可靠和有效的测量，可以在学术背景下使用。除了显示完美主义的双因素结构外，该量表还与另一种常用的完美主义测量方法Hewitt和Flett多维完美主义量表(Hewitt and Flett Multidimensional perfectionism scale)显示出良好的内部一致性和收敛效度。也有证据表明FMPS-Brief在三个时间点上的测量不变性。只要需要一个简短但心理测量学上合理的完美主义工具，就可以使用简短量表。

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Factor Structure and Longitudinal Measurement Invariance of the Frost Multidimensional Perfectionism Scale-Brief on a Filipino Sample

ABSTRACT The Frost Multidimensional Perfectionism Scale or FMPS is one of the first empirically validated measures of perfectionism. Cultural nuances demand that the efficiency of a short version of this scale, FMPS – Brief, be tested on an Asian sample. Given the wealth of studies that consistently linked perfectionism to academic achievement, research on the utility of this brief instrument especially with students from a collectivist background is needed. Confirmatory factor analysis of data from a sample of Filipino university students (N = 306) revealed that FMPS-Brief is a reliable and valid measure that can be used in an academic context. Aside from exhibiting the two-factor structure of perfectionism, the scale also displayed good internal consistency and convergent validity with another short version of a commonly used perfectionism measure, the Hewitt and Flett Multidimensional Perfectionism Scale. There was also evidence for the measurement invariance of FMPS-Brief across three time points. The brief scale can be used whenever the need for a short but psychometrically sound instrument for perfectionism arises.

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.