综合性工作能力指数量表的信度与效度评价

目的 评价综合性工作能力指数(Comprehensive Work Ability Index, CWAI)量表的信度与效度.方法 采用整群随机抽样方法抽取行政机关、教育等行业的1959例在职职工作为研究对象,其中,重测信度和效标效度评价的测试对象分别为245例、86例.方法 采用组内相关系数法、同质性信度分析和因子分析等方法评价CWAI量表的信度与效度.结果 CWAI量表各条目(W1-1～W5)得分与量表总分(CWAI)的相关系数介于0.250～0.750之间(P＜0.01);总体而言,Cronbach's ?系数(0.701～0.808)、Spearman-Brown系数(0.860)、?系数(0.703～0.845)和?系数(0.802～0.942)均符合心理测量学对量表的测量要求;CWAI量表的条目得分、量表总分2次测量之间的组内相关系数(ICC)介于0.597～0.897之间(P＜0.01),属于一致性"良好".从量表理论结构与编制方法看,CWAI量表的内容效度较好;采用芬兰WAI量表作为效标,CWAI量表的效标效度为0.65(P＜0.01);因子分析结果显示,CWAI量表结构比较明确,共提取8个公因子,累计贡献率为71.894%,条目W1-1～W5的公因子方差均在0.60以上,在各自所属公因子上的因子负荷(0.538～0.948)均高于0.40,CWAI量表的高负荷因子与量表的理论构想基本吻合.结论 CWAI量表具有较好的信度与效度.     

综合性工作能力指数量表的同质性信度评价

目的综合性工作能力指数(Comprenhensiveworkabilityindex,CWAI)量表同质性信度评价。方法选择有代表性的行政机关、教育、纺织、煤炭、石油化工和医疗卫生等行业的单位作为抽样目标,采用整群随机抽样方法抽取上述单位的在职职工作为研究对象,CWAI量表的同质性信度评价以上述单位1800例职工作为研究样本。方法采用条目与总分的一致性、Cronbachsα系数、Spearman-Brown系数、θ系数和Ω系数等方法评价CWAI量表的同质性信度。结果CWAI量表同质性信度评价结果显示,CWAI量表各条目(W1~W5)得分与量表总分(CWAI)的相关系数介于0·14~0·75之间(P<0·01);总体而言,Cronbachsα系数(0·701~0·808)、Spearman-Brown系数(0·860)、θ系数(0·703~0·845)和Ω系数(0·802~0·942)均符合心理测量学对量表的测量要求。结论CWAI量表具有较好的同质性信度。     

综合性工作能力指数量表应用信度和效度研究

目的评价综合性工作能力指数（CWAI）量表对钢铁技术工人调查时的信度和效度,为该量表应用提供依据。方法分层整群抽样方法抽取某钢铁企业914名技术工人作为研究对象,对CWAI量表同质性信度和结构效度进行评价。同质性信度评价采用量表条目与总分的一致性、折半信度、Cronbach’sα系数、θ系数与Ω系数方法;结构效度评价采用因子分析方法。结果CWAI量表条目、维度得分与总分的相关系数介于0.27~0.73,各维度与总分间大于0.60;整体量表的Spearman-Brown相关系数、Cronbach’sα系数、θ系数与Ω系数分别为0.72、0.85,0.86和0.95。各维度的Cronbach’sα系数、θ系数与Ω系数,除W2接近0.60外,其余均大于0.75。结构效度分析,提取8个公因子,累积贡献率为77.63%,各条目的公因子方差在0.64~0.96之间。除W2外,W1、W3、W4-1~W4-3、W4-4~W4-5、W4-6~W4-7、W5分别在各自对应的公因子上有较大负荷,基本与理论构想相符。少数条目存在不稳定现象。结论CWAI量表在对钢铁技术工人调查时有稳定及较好的信度和效度,但需对少数条目进行修订。     

环境紧张因素对中小学教师工作能力影响

目的 探讨环境紧张因素对中小学教师工作能力的影响.方法 采用分层整群随机抽样的方法,抽取新疆乌鲁木齐市11所中小学教师851人作为对象,采用综合性工作能力指数(CWAI)量表,生活事件量表、工作紧张因素测试量表和社会支持量表综合分析环境紧张因素对中小学教师工作能力的影响.结果 不同年龄段教师工作能力差异有统计学意义,年龄越大,工作能力越低(20～,30～,＞40岁的CWAI得分分别为47.62±5.46)、(45.45±5.96)、(42.61±6.51)分,(P＜0.01);工龄越长工作能力越低(P＜0.01);初级教师的工作能力(47.67 ±5.50)高于中级(44.96±5.98)和高级教师(44.27±6.73)(P＜0.01);未婚教师的工作能力(47.25±6.08)高于已婚教师(45.17±6.19) (P＜0.01);经济收入越高,工作能力越低(P＜0.01);女性工作能力(45.20±6.19)低于男性(45.81±5.57,P＜0.01),汉族高于少数民族(P＜0.01);学历越高,工作能力越强(P＜0.01);影响中小学教师工作能力的主要影响因素有年龄、社会生活紧张因素、工作紧张因素、民族、支持利用度、性别(P＜0.01).结论 低学历、女性、负性生活事件、工作紧张因素以及支持利用度缺乏均为中小学教师工作能力降低的主要影响因素.     

乌鲁木齐中小学教师心理健康及工作能力调查

目的 通过对中小学教师心理健康与工作能力的调查,分析中小学教师工作能力的影响因素.方法 采用整群抽样方法,对新疆乌鲁木齐市1500名中小学教师进行症状自评量表(SCL-90)问卷、情感问卷和综合性工作能力指数(CWAI)量表调查.结果 (1)汉族和回族教师的心理健康状况差于其他民族;教龄短教师好于教龄长教师;高学历教师的心理健康状况和心理满意度均好于低学历教师.(2)男教师的工作能力指数高于女教师;不同民族教师的工作能力指数不同;教龄长教师的工作能力指数高于教龄短教师;高学历教师的工作能力指数高于低学历教师.(3)工作能力指数与SCL-90总分呈负相关,与心理满意度呈正相关.(4)影响教师工作能力的主要因素是性别、教龄、心理健康状态、心理满意度.结论 不同民族、教龄、学历的教师心理健康状态有差异;不同性别、民族、教龄、学历的教师工作能力有差异.心理健康状态是影响教师工作能力的主要因素.     

某钢铁企业技术工人职业紧张与综合性工作能力现状及相关分析

目的了解某钢铁企业技术工人职业紧张与综合性工作能力现状及两者之间的相关性。方法分层整群抽样方法抽取某钢铁企业914名技术工人进行职业紧张目录问卷(OSI-R)及综合性工作能力指数(CWAI)调查。结果职业任务得分(162.4±20.3)低于技术工人常模(183.4±22.0),与西南地区职业人群常模(162.9±27.0)差异无统计学意义(P0.05);紧张反应得分(95.1±22.1)低于技术工人常模(97.5±13.8),而高于西南地区职业人群常模(91.0±17.2);应对资源得分(126.4±19.2)较两个常模(技术工人:128.9±18.4,西南地区:129.2±17.7)均低。以技术工人常模为参照,职业任务适度/相对缺乏紧张者占97.9%,适度/相对缺乏个体紧张反应者占76.2%,具备适度/很强个体应对资源者占80.7%;CWAI减弱者占38.3%。职业紧张与CWAI受到多种人群特征因素的影响。CWAI与OSI-R多个子项目相关,总体与职业任务、紧张反应成负相关,与应对资源成正相关。结论企业对技术工人的应对资源、紧张反应、CWAI等方面应进行干预。在进行职业紧张及CWAI干预时要重视薄弱人群及环节。CWAI干预和职业紧张干预应同时进行。     

中小学教师慢性肌肉骨骼损伤与工作能力关系

目的 了解新疆乌鲁木齐市不同民族中小学教师慢性肌肉骨骼损伤与工作能力之间关系并分析其影响因素.方法 采用整群抽样方法,对乌鲁木齐市1 550名中小学教师采用北欧肌肉骨骼疾患标准问卷、综合性工作能力指数(CWAI)量表进行慢性肌肉骨骼损伤调查和工作能力调查.结果 慢性肌肉骨骼损伤发病率女教师高于男教师,汉族教师高于维吾尔族和哈萨克族教师,工龄长的教师高于工龄短的教师.维吾尔族和哈萨克族教师工作能力低于汉族和回族教师,低学历教师低于高学历教师.慢性肌肉骨骼损伤与工作能力呈显著负相关(r=-0.37.P<0.01).影响教师工作能力的主要因素为性别、工龄、颈肩部损伤、腰背部损伤.结论 中小学教师的慢性肌肉骨骼损伤对工作能力降低有一定影响.     

职工社会功能状态的多水平模型分析

目的应用多水平模型分析职业人群的社会功能状态,为今后该类研究提供方法学参考。方法采用综合性工作能力指数(comprehensive work ability index,CWAI)量表,对来自不同单位的1686例研究对象进行社会功能状态测量。利用MLwiN2.0软件拟合三水平方差成分模型,评价职工社会适应、社会支持和人际关系等社会功能状态。结果单位效应对职工社会功能状态有影响(χ~2=4.027,P=0.0448);劳动类型联合检验结果有统计学意义(χ~2=12.721,P=0.0017),体力劳动者比脑体混合劳动者的社会功能状态差(χ~2=10.223,P=0.0014);脑力劳动者与脑体混合劳动者的社会功能状态无统计学差异(χ~2=0.015,P=0.9025);经济收入越高的职工社会功能状态越好(χ~2=8.268,P=0.0040);患有工作有关的肌肉骨骼疾患(work-related musculoskeletal disorders,WRMDs)的职工比未患该病的职工社会功能状态差(χ~2=22.218,P=0.0001)。结论单位、劳动类型、经济收入、工作有关的肌肉骨骼疾患是职工社会功能状态的重要影响因素。     

公共卫生应急工作能力量表的编制

[目的]编制公共卫生应急工作能力量表,评价个体水平公共卫生应急工作能力. [方法]根据量表编制的标准流程建立预试量表,采用Cronbach,sα系数法和因子分析筛选预试量表条目及评价正式量表的结构效度和信度.[结果]预试量表27个条目经过条目筛选,最终获得正式量表,包括5个维度20个条目,涵盖公共卫生应急工作能力的自我评价、公共卫生应急专业知识培训效果、公共卫生应急工作能力的制约因素、因素改善情况、公共卫生应急工作能力预测5个方面的信息.正式量表的Cronbach's α系数为0.8554,各维度的Cronbach'sα系数均大于0.7,5个公因子累计贡献率为71.729％,每个条目在其中一个公因子上的因子载荷都大于0.69,公因子方差在0.5351～0.8513之间.[结论]该量表具有较好的结构效度与信度,与预期理论结构相吻合,可以用于基层公共卫生应急个体工作能力评价.     

基于中小学教师人群的脑力劳动者职业紧张评价体系的初步研究

目的以中小学教师为例初步构建脑力劳动紧张效应评价体系,为紧张效应机制和脑力劳动人群干预措施研究提供方法学平台。方法采用分层整群随机抽样的方法抽取851名中小学教师,应用ISTA6.0、生活事件量表测定紧张因素,应用工作紧张反应问卷(JSS)、症状自评量表(SCL-90)问卷、总体幸福感量表(GWB)测试工作和心理紧张反应,进行血糖、血脂、血清皮质醇、促肾上腺皮质激素(ACTH)、神经行为功能测试反应生理紧张反应,利用综合性工作能力指数(CWAI)量表测试工作能力,然后利用数学模型构建脑力劳动者紧张效应评价体系,并利用单纯随机抽样方法抽取400名环境保护工作者进行交互效度验证。结果模型拟合较好(RMSEA=0.100,GFI=0.93,NNFI=1.00,CFI=1.00),符合理论,反映工作紧张反应、心理紧张反应、生理紧张反应、工作能力的指标负荷较高。同时4个维度的紧张反应又可很好地拟合二阶因子(紧张效应)。生理紧张反应与工作紧张反应、心理紧张反应、工作能力下降呈负相关(P0.05),而工作紧张反应、心理紧张反应、工作能力下降之间呈正相关(P0.05)。社会支持对于工作紧张反应、心理紧张反应、生理紧张反应以及工作能力的降低是保护性因素(γs分别为-0.55、-0.77、0.73、-0.79,P0.05),而工作紧张因素、社会生活紧张因素以及危险性个体特性为工作紧张反应、心理紧张反应、生理紧张反应增加以及工作能力降低的危险因素(P0.05),利用环境保护工作者人群也进一步验证了该模型。结论从工作紧张反应、心理紧张反应、生理紧张反应、工作能力4个维度衡量脑力劳动者紧张效应符合理论,并且4个维度相互影响,但又相互区别,工作社会生活紧张因素不同程度影响着紧张效应。该评价模型可初步作为脑力劳动人群职业紧张评价的方法学依据。     

接毒作业者工作能力影响因素分析

目的调查接触毒物作业工人工作能力现状,分析影响其工作能力的因素。方法应用综合性工作能力指数表(CWAI),对接触毒物作业的417名工人进行现况调查。结果多因素logistic分析显示年龄和个人防护用品使用情况是影响工人工作能力的主要危险因素。结论应针对性地增加工人职业卫生知识,保护和促进中年工人的工作能力,从而全面提高接毒作业人群的综合性工作能力。     

A simple self-rating assessment method of residual work capability for occupational permanent disabilities

BACKGROUND: To explore the validity, reliability, and determinants of a simple self-rating assessment method of residual work capability (RWC) after occupational permanent disabilities. METHODS: Five hundred and thirty-nine compensated permanent disability workers answered three consecutive visual analogue questionnaires wherein they self-rated their residual work capability in terms of speed (RWCS), quality (RWCQ) and a combination of speed and quality (RWCC). At two major hospitals in Taiwan, 169 of these subjects were evaluated with physical capacity assessment (PCA), cognition and sensation assessment (CSA), the work ability index (WAI), and the 12-item Chinese health questionnaire (CHQ-12). RESULTS: High test-retest reliability (Pearson's correlation coefficient 0.77) and satisfactory concurrent validity were shown for RWCS and RWCC. All PCA, CSA and WAI showed significant correlation with RWCs, while CHQ-12 displayed borderline correlation. Employment status after injury and status of the victim's salary as the main source of income for his/her family before injury, were the major determinants of RWCs, in addition to the scales of PCA, CSA and WAI. CONCLUSIONS: The RWCC resulting from the self-rating method may be used as a simple assessment of a victim's residual work capability after occupational permanent disabilities.     

Validity and reliability of a self-report instrument to assess social support and physical environmental correlates of physical activity in adolescents

ABSTRACT: BACKGROUND: The purpose of this study was to examine the internal consistency, test-retest reliability, construct validity and predictive validity of a new German self-report instrument to assess the influence of social support and the physical environment on physical activity in adolescents. METHODS: Based on theoretical consideration, the short scales on social support and physical environment were developed and cross-validated in two independent study samples of 9 to 17 year-old girls and boys. The longitudinal sample of Study I (n = 196) was recruited from a German comprehensive school, and subjects in this study completed the questionnaire twice with a between-test interval of seven days. Cronbach's alphas were computed to determine the internal consistency of the factors. Test-retest reliability of the latent factors was assessed using intra-class coefficients. Factorial validity of the scales was assessed using principle components analysis. Construct validity was determined using a cross-validation technique by performing confirmatory factor analysis with the independent nationwide cross-sectional sample of Study II (n = 430). Correlations between factors and three measures of physical activity (objectively measured moderate-to-vigorous physical activity (MVPA), self-reported habitual MVPA and self-reported recent MVPA) were calculated to determine the predictive validity of the instrument. RESULTS: Construct validity of the social support scale (two factors: parental support and peer support) and the physical environment scale (four factors: convenience, public recreation facilities, safety and private sport providers) was shown. Both scales had moderate test-retest reliability. The factors of the social support scale also had good internal consistency and predictive validity. Internal consistency and predictive validity of the physical environment scale were low to acceptable. CONCLUSIONS: The results of this study indicate moderate to good reliability and construct validity of the social support scale and physical environment scale. Predictive validity was only confirmed for the social support scale but not for the physical environment scale. Hence, it remains unclear if a person's physical environment has a direct or an indirect effect on PA behavior or a moderation function.     

Beck抑郁自评问卷在不孕症患者中的应用

目的:研究Beck抑郁自评问卷在不孕症患者中使用的信度和效度,为不孕症患者抑郁状态自评工具的选择提供依据。方法:应用Beck抑郁自评问卷(BDI),对176例不孕症患者进行调查,采用因素分析方法研究BDI的信度和效度。结果:BDI提取了悲观情绪、抑郁情绪、能力减退、自我评价低4个因子;该问卷Cronbachα系数4个构面分别是0.583、0.554、0.398、0.529,总Cronbachα系数为0.718;各分维度与问卷总分的相关在0.43～0.809之间(P<0.01)。结论:Beck抑郁自评问卷具有较好的信度和效度,可以有效反映不孕症患者的抑郁状态。不孕症患者抑郁状态较高,应采取必要的预防措施对其不良心理状态进行早期干预。     

Reliability and validity of the Stanford Presenteeism Scale

OBJECTIVE: This study reports the reliability and validity of the 13-item Stanford Presenteeism Scale (SPS). The SPS differs from similar scales by focusing on knowledge-based and production-based workers. METHODS: Data were obtained from administrative and medical claims databases and from a survey that incorporated the SPS, SF-36, and the Work Limitations Questionnaire. RESULTS: Sixty-three percent (7797) of employees responded. Cronbach's alpha (0.83) indicates adequate reliability. Factor analysis identified two underlying factors, "completing work" and "avoiding distraction." Knowledge-based workers load on "completing work" (alpha = 0.97), whereas production-based workers load on "avoiding distraction" (alpha = 0.98). There were significant and positive relationships between the SPS, SF-36, and Work Limitations Questionnaire. CONCLUSIONS: The SPS demonstrates a high degree of reliability and validity and may be ideal for employers who seek a single scale to measure health-related productivity in a diverse employee population.     

Development of a teaching style inventory for tutor evaluation in problem-based learning

OBJECTIVE: To develop and validate a self-rating instrument to assess teaching styles among tutors in problem-based learning (PBL). METHODS: The development of the teaching style inventory (TSI) was based theoretically on four types of teaching behaviours: the assertive, suggestive, collaborative and facilitative styles, as proposed by Bibace et al. A 35-item questionnaire was generated and evaluated for content validity by a group of experienced tutors. The questionnaire was mailed to 196 tutors at the National Taiwan University College of Medicine. The results were submitted for item analysis, internal consistency testing and exploratory factor analysis. Longterm test-retest reliability was assessed by a sample of 50 tutors after a 6-month interval. RESULTS: Finally, 118 tutors returned the questionnaires. In the item reduction process, seven items were excluded due to low interscale correlation. Principle component factoring yielded a three-factor solution that accounted for 48.5% of the total variance. Internal consistency coefficients of the four hypothetical domains ranged from 0.73 to 0.83. All domains correlated to each other as expected. Assertive and facilitative styles, which are theoretically opposite teaching styles, showed a negative correlation with each other. Most of the items of each hypothetical domain correlated better with their own domain than with other domains. Longterm test-retest correlations of the four domains ranged from 0.54 to 0.81. CONCLUSION: The TSI demonstrated high internal consistency reliability, acceptable longterm test-retest reliability, and construct validity. Further psychometric testing should focus on applicability to other populations, predictive validity and short-term test-retest reliability. This instrument can be used by programme directors for the recruitment of tutors and can also be used to increase the self-awareness of tutors.