The Development of Children’s Optimistic-Attribution Style Questionnaire

• Main Authors: Yang Hui Hsin, 楊蕙欣
• Other Authors: 游森期
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/20262639345709912580

碩士 === 國立臺中教育大學 === 諮商與應用心理學系碩士班 === 99 === The purpose of this study was to develop and validate the Children’s Optimistic Attribution Style Questionnaire (COASQ) to measure attribution style of children. The participants of this study were 744 students sampled from the fifth and sixth grades in Taiwan elementary schools. The instrument of this study included COASQ, CHS (Children’s Hope Scale), ADI (Adolescent Depression Inventory). The data collected were analyzed through item analysis, product-moment correlation, stepwise multiple regression analysis, MANOVA, and confirmatory factor analysis. The results were listed as follows: 1. The COASQ consists of four factors, including internality, stability, globality, acceptance. 2. Reliability studies of the eight dimensions of COASQ have yielded Cronbach α coefficients ranging from .65 to .73, and .77 for the whole scale, indicating modest stability. 3. The construct validity, and concurrent validity have been found to be satisfactory. Confirmatory factor analysis: 2 =8.22、GFI=.99、RMSEA=.065、SRMR=.026 、 2/df=4.11、NFI=.97、CFI=.99、RFI=.96、AGFI=.97, indicating a good fit of COASQ in this study. There were significant (p < .01) positive associations of CHS and COASQ factors, including: internality=.41, stability=.48, globality=.56, acceptance= .54；There were significant (p < .01) negative associations of ADI and COASQ factors, including: internality= -.31, stability=-.45, globality=-.53, acceptance= -.45. 4. Significant differences of attribution style were found among different grade and academic performance levels, but no gender differences were found. Based on the findings of the study, the implication and suggestions are offered for reference regarding teacher, counselor, parents, and future research.