A Exploratory Research Of The Adolescent Students’ Scholastic Self-supporting

Objective: To explore the structure of the scholastic self-supporting of adolescent students. The scholastic self-supporting questionnaire of adolescent students was develop. The reliability and validity were tested. The purpose of the study was to provide assessment tools for scholastic self-supporting questionnaire of adolescent students. Examining the present situation and the characteristics of the scholastic self-supporting of adolescent students.Methods: The questionnaire establishment was based on theoretical and experiential strategies. The primary structure of the scholastic self-supporting of adolescent students were proposed by drawing forefather’s study, interviewing students with open-end questionnaire. The formal scale was developed after items analysis and exploratory factor analysis. Adopted hierarchy random sampling method in Changsha, Changde, Chenzhou and Yiyang. Formal samples consist of 1535 adolescent students.To further verified the reliability and validity of the questionnaire, and to analyze the differences of social demographic data.Results: 1.The scholastic self-supporting questionnaire of adolescent students composed of 21 items including 5 subscales: behavior, interpersonal environment, learning, cognition, learning moral character and emotional adjustment. Each factor loading between 0.56-0.77 are very significant. 2. Reliability and validity: the acoefficient of the scale is 0.87, and the split-half coefficient of the scale is 0.85. The test-retest reliability is 0.84. The correlations between each subscale from0.28 to 0.54. The correlations between subscales and scale ranges from 0.62 to 0.84. The correlations between the scores and adolescent students personal self-supporting personality subscales ranges from 0.45 to 0.62. 3.The scores of scale and some subscales have differences among schools, grades, begotton, gender, adolescent students and family home.Conclusion: 1.The scholastic self-supporting questionnaire of adolescent students includes five dimensions, 21 items. 2. The structure of the test is reasonable and reaches the basic demand of measurement standards. Psychology measure good reliability and validity of the questionnaire. 3. There are differences among schools, grades, begotton, gender, adolescent students and family home for scholastic self-supporting of adolescent students.