医学生自我教育问卷的编制

目的探讨医学生的自我教育现状并编制相应的测量工具。方法在理论分析和访谈基础上，收集描述医学生自我教育内容的因素，形成36道题目的初始问卷，然后采用探索性和验证性因素分析对问卷因素进行检验。结果通过因素分析筛选出27个条目组成正式的医学生自我教育问卷，包括4个因子（维度），分别是自我调控、自我认知、自我完善、自我实现。医学生自我教育问卷具有较好的内容效度，能够较为贴切地反映医学生的自我教育情况。验证性因子分析显示，4因子模型符合统计学要求。对总问卷进行一致性检验，Cronbaeh’s仅为0．858。间隔3周的重测信度为0．781。4因子的累积贡献率为76．191％。问卷效标效度良好，与自我效能感、学习投入具有显著的相关性（P〈0．01）。结论医学生自我教育问卷具有较好的测量学性能，可以作为一种有效的自我教育测量工具在教育心理学研究中使用。

Development of self-education questionnaire for medical students

Objective To investigate the present situation of medical students self-education and develop a corre- sponding inventory. Methods An initial questionnaire including 36 items was complied according to theoretical analy- sis and interviews. Then the exploratory and confirmatory factor analysis was applied to the data. Results The finally constructed inventory consisted of 27 items including 4 factors： self regulation, self recognition, self improvement, self realization. The questionnaire had good content validity confirmatory factor analysis suggested that the goodness and it could well reflect college students self- education. The -of-fit index of this four-factor model was satisfactory. Cron- bach alpha coefficients of medical students self-education questionnaire was 0.858. The test-retest reliability after 3 weeks was 0.781. The cumulative explanation of the variances was 76.191%. The criterion validity of college students self-education questionnaire was satisfying and had significant correlations with self-efficacy and study engagement （P 〈 0.01）. Conclusion The medical students self-education questionnaire has satisfactory psychometric characteris- tics and can be used as an effective measurement tool in psychological research.