Revision of the Effort-Reward Imbalance for Learning Scale / 中国心理卫生杂志

ABSTRACT

Objective:To revise the Chinese version of the Effort-Reward Imbalance for Learning Scale (LE-RIS)and examine its validity and reliability. Methods:Totally 230 middle school students from Shaanxi Province were recruited for the preliminary survey of the LERIS (214 valid questionnaires). The formal LERIS was set through item analysis and exploratory factor analysis. Then,5 10 middle school students from Shandong and Shaanxi Province were selected to complete the formal LERI for the confirmatory factor analysis and the Internal consistency analysis. The Study Stress Questionnaire for Middle School Students (SSQMSS )were selected as the criterion measurement which to examine the association between study stress and effort-reward imbalance. Test-retest relia-bility were examined by 260 participants random selected after one month. Result:The Chinese version of the LERI with 10 items had 3 dimensional structures,which were effort,reward and overcommitment. Confirmatory factor a-nalysis showed that the Chinese version of the LERI had good structure validity (RMSEA=0. 0,NFI=0. 901,CFI=0. 910,GFI=0. 905,PGFI=0. 521). The Cronbach's αcoefficients were 0. 86 to 0. 89 for the three subscales, and the test-retest reliability coefficients were 0. 63 -0. 7 1 for the three subscales. Conclusion:It suggests that the Chinese version of the Effort-Reward Imbalance for Learning (LERI)is a reliable and valid assessment and couldbe used as an effective and reliable tool for assessing academic pressure of middle school students in china.