Middle School Student Psychological Quality Scale – Chinese Version

Description

Psychological quality is an important component of students’ overall quality, and cultivating the psychological quality of adolescents is fundamentally a basic approach to solving youth psychological issues (Zhang Dajun, Wu Mingxia, 2004). Chinese researchers have explained the connotation of psychological quality from a structural-functional perspective. Based on theoretical investigation and empirical examination, psychological quality is defined as a psychological trait based on physiological conditions, which internalizes external stimuli into stable, fundamental, implicit qualities that have foundational, derivative, and developmental functions, closely linked to human adaptive behaviors and creative actions.

Authors and Contact Email

Zhang Dajun, Wu Mingxia, Wang Xingqiang

Purpose

The aim of this study is to explore the structure of psychological quality and how it interacts with various factors to shape the adaptive and creative behaviors of individuals, particularly adolescents.

Test Year

Information not available

Administration Method and Scoring

The questionnaire assesses psychological qualities based on various dimensions that include self-regulation, adaptability, and cognitive traits, using a Likert scale that ranges from “Very Uncertain” (1) to “Very Certain” (5).

Reliability and Validity

The reliability and validity of the psychological quality questionnaire were tested in research conducted by Hu Tianqiang, Zhang Dajun, and Cheng Gang, with the results published in the Journal of Southwest University.

Factors and Subscales

The understanding of psychological quality typically includes three aspects:
1. Psychological quality is based on physiological conditions and formed by external to internal transformation;
2. Psychological quality has stability, foundational, and derivative characteristics;
3. Psychological quality is always associated with human adaptive and creative behaviors.

Keywords

Psychological Quality; Cognitive Traits; Personality Qualities; Adaptability; Adolescents

Items in Chinese

1. 做题前，我常会有清晰的做题步骤。
2. 我常督促自己，以便如期完成该做的事情。
3. 我是一个比较受欢迎的人。
4. 我能合理安排自己的娱乐活动，控制娱乐时间。
5. 我对新知识很感兴趣。
6. 我与我的老师保持良好的关系。
7. 我通常独立完成自己的事情。
8. 在群体活动中，我能扮演好自己的角色。
9. 在学习上我一般会制定好适合自己的目标和计划。
10. 我常常能有效化解尴尬。
11. 解题时，我通常能够意识到自己用了哪种定理和方法。
12. 我能勇于面对挫折，不灰心不气馁。
13. 无论情况多么紧迫，我都能沉着应对。
14. 我总是能做到今日事今日毕。
15. 我善于把新旧知识联系起来学习。
16. 当学习情况发生变化时，我会调整自己的学习方式。
17. 我总能约束自己按计划行事。
18. 我与同学相处融洽。
19. 我能够独立解决问题。
20. 我善于寻找各种资源解决学习上的困惑。
21. 我能够很好的融入、适应现在的环境。
22. 我总是对自己要求严格。
23. 我常常积极参加或组织各种学生活动。
24. 我常会根据学习任务选择学习方法。

Items in English

1. Before solving problems, I often have clear steps to follow.
2. I often urge myself to complete tasks on time.
3. I am a relatively popular person.
4. I can reasonably arrange my leisure activities and control my entertainment time.
5. I am very interested in new knowledge.
6. I maintain a good relationship with my teachers.
7. I usually complete my tasks independently.
8. In group activities, I can play my role well.
9. In my studies, I generally set suitable goals and plans for myself.
10. I often can effectively resolve awkward situations.
11. When solving problems, I can usually be aware of which theorem and method I used.
12. I can bravely face setbacks without feeling dejected.
13. No matter how urgent the situation is, I can respond calmly.
14. I always finish today’s tasks today.
15. I am good at relating old knowledge with new knowledge in my learning.
16. When learning circumstances change, I will adjust my learning methods.
17. I can always restrain myself to act according to my plan.
18. I get along well with my classmates.
19. I can independently solve problems.
20. I am good at seeking various resources to solve my learning confusions.
21. I can adapt well to my current environment.
22. I always have strict requirements for myself.
23. I often actively participate in or organize various student activities.
24. I often choose study methods based on the learning tasks.

References

Hu Tianqiang, Zhang Dajun, Cheng Gang. “Revision and Reliability Validity Testing of the Simplified Middle School Students’ Psychological Quality Questionnaire.” Journal of Southwest University (Social Science Edition), 2017, 43(02):120-126. DOI: 10.13718/j.cnki.xdsk.2017.02.015. “The Impact of Stress on Middle School Students’ Mental Health and Academic Development.” Wu Lili. Southwest University 2019.