國小高年級學童恆毅力量表的編製及其與創造力之相關研究

Abstract

恆毅力(Grit)這一概念最早由美國心理學家Angela L. Duckworth等人在2007年提出，所謂恆毅力指的是對長期目標的毅力與熱情。過去研究多以國中以上學生、成人為研究對象，少有研究者針對國小學童進行量表編製。據此，本研究即欲發展一套適合國內國小學童使用的恆毅力量表：正體中文版「恆毅力量表」（GS-TC）。本量表翻譯自Duckworth et al.（2007）所編製的「恆毅力量表」，在中文化修訂上分為三個部分，首先以225位國小高年級學童進行預試分析，並針對預試結果進行題意修訂。根據項目分析及探索性因素分析結果，GS-TC各題項間具有良好的鑑別度，且具有穩定的二因素結構，量表總題數也經刪題從原來12題變為11題。第二部分對407位國小高年級學童進行信度分析、效標關聯效度（五大人格特質-嚴謹性/自我控制/努力自我調節）的檢定及驗證性因素分析。結果顯示，GS-TC具有穩定的二因素結構，兩分量表之內部一致性穩定（興趣穩定性分量表α = .70，努力持續性分量表α = .78），且與各效標間的關係也符合預期，二因素結構大致符合適配度指標的標準門檻。最後再額外抽取53位國小高年級學童間隔三週後施測，結果顯示，GS-TC具有良好的再測信度（r = .52 ~ .64）。綜合上述，透過三群不同的樣本比較來看，GS-TC具有穩定的信、效度，且適合國小高年級學童使用。此外，研究者進一步以GS-TC探究國小高年級學童的恆毅力對學業成就、創造力的相關情形，結果顯示GS-TC與國小高年級學童學業成就及創造力有低度正相關。最後本研究針對GS-TC之後續研究與應用進行延伸討論。整體而言，GS-TC能有效測量國小高年級學童之恆毅力，亦能延伸探討其學業成就與創造力之相關，對教育、社會與人格心理學等領域具有實際應用的價值。

The concept of Grit was first proposed by American psychologists Angela Duckworth et al. in 2007 and is defined as perseverance and passion for long-term goals. However, most researchers focused on junior high school students and adults instead of children in the past. This study is trying to develop a scale called Traditonal Chinese version of the Grit Scale(GS-TC) that is applicable to elementary school students. The GS-TC was translated from the English version of the Gtit Scale mentioned by Duckworth et al.(2007) and can be divided into three parts. First, starting a pilot study of the GS-TC with 225 Taiwanese 5-6 grade students then revised the questions according to the analysis of the results. It showed not only good discrimination but also stable two-factor structure. The total amount of questions were adjusted from 12 to 11. Second, reliability analysis of results from a formal test with 407 Taiwanese 5-6 grade students suggested that GS-TC demonstrated high internal consistency for each factor (Consistency of Interests, α = .70; Perseverance of Effort, α =.78). Moreover, criterion-related validity analysis results suggested that the relationships between the subscales and criterions and roughly in line with expectations. These results demonstrated the whole construct effectiveness of GS-TC. The goodness-of-fit indices and confirmatory factor analysis of results provided evidence for the composite reliability of the scale. Third, good test-retest reliabilities from .52 to .64 were supported by results from 53 Taiwanese high grade elementary school students after an interval of three weeks. These findings suggest that the GS-TC could aim to high grade elementary school students to measure with good reliability and validity. In addition, GS-TC has a lower posititvely correlated relationship with academic achievement and creativity of high grade elementary school students. Finally, potential theoretical and practical applications of the measure were discussed. In conclusion, GS-TC could effectively measure the grit of high grade elementary school students, and further discuss the reationship with academic achievement and creativity. For educational, social, and personality psychological domains, it was practical applied valuable.