| Summary: | 碩士 === 高雄醫學大學 === 行為科學研究所碩士班 === 92 === The purpose of this study is to construct the Social Life Adjustments Scale (SLAS) for Aboriginal Tribal Adolescent. Based on the steps of scale construction, the researcher first reviewed the relevant literature, then developed a standardized testing tool for formulating practice norm for further exploration. The results from this study provide suggestions for practitioners and scholars for further utilization and explanation.
Based on the theoretical measurements, the researcher developed multiple dimensions of the social life adjustments scale for aboriginal tribal adolescent. There were six dimensions in the scale, “Leisure Satisfaction”, “Peer Relations”, “Family Support”, “Career Concept”, “Psychophysical Health”, and “Ethnic Identity”. Sampled from high schools in Pingtung County, there were 788 qualified samples for this study. After collecting all valid questionnaires, the data was analyzed by proper statistical procedures. The major findings and results are as following:
1.Demographic of the respondents: the male and female are about the same size in this study. The average age was 14.5 years old, and most of the respondents were in junior high schools. For their living situations, living with their parents was the biggest portion for those respondents. Most of the respondents were Paiwan Tribal.
2.The content of the Social Life Adjustments Scale: There were two pretests for this study, including Item Analysis and Factor Analysis. The Cronbach α of those six subscales were all above 0.9, and besides the “Leisure Satisfactions”, the other five subscales are factored into 97 questions for the formal scale. The test-retest reliabilities were also high, those six subscales all reached high correlation coefficients between 0.8 and 0.9 for both versions.
3.The analysis of the scores in the SLAS: The results of this study indicated that the respondents had different adjustments based on their demographic data, there were male vs. female and junior high vs. senior high.
4.The norm of the SLAS: This study constructs the norm of SLAS by the Percentile method, that is, the original scores were transformed in terms of percentages in order to establish the norms of gender and education.
5.Theoretical Confirmatory for A Scale—Structure Equation Model (SEM): There are four indicators to evaluate the goodness of fit of a scale, NFI, NNFI, SRMR, and RMSEA. In this study, most of the subscales are evaluated as “well fit” to the theoretical model. In sum, the SLAS was evaluated as medium well-fit by the theoretical examination of scales.
|
|---|
