Questionnaire of Interpersonal Relationships of Middle School Students – Chinese Version

Description

Interpersonal relationships, in a broad sense, refer to the connections between individuals, encompassing all aspects of relationships among people in society. In a narrower sense, it specifically refers to the direct and stable psychological connections that are observable and are formed through interpersonal interactions and mutual influences. This reflects the psychological states of individuals or groups seeking to satisfy their social needs, indicating the degree of connection regarding the depth, intimacy, harmony, and coordination of relationships in the process of interaction. Interpersonal relationships exist in various aspects of society, such as parent-child relationships in families, colleague relationships in workplaces, buyer-seller relationships in markets, friendships in daily life, and student-teacher relationships in schools. The essence of interpersonal relationships lies in the mutual involvement and possession of emotions, and the foundation is that both parties in the interaction must share common feelings.

According to Altman and Taylor, the establishment and development of good interpersonal relationships generally go through four stages: orientation, emotional exploration, affective exchange, and stable exchange. The orientation stage includes multiple psychological activities such as attention to the interaction partner, choices, and preliminary communication. In the emotional exploration stage, as both parties discover common emotional territories, their communication becomes broader, and the depth and breadth of self-disclosure increase gradually. Once the relationships progress to the affective exchange stage, the nature of the relationship changes significantly. At this point, the sense of security in interpersonal relationships has been established, allowing people to provide genuine evaluative feedback, suggestions, and sincere appreciation or criticism. In the stable exchange stage, psychological compatibility between individuals further enhances, and self-disclosure becomes more extensive and profound. The deeper the level of self-disclosure, the greater the degree of involvement in the relationship.

Authors and Contact Email

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Purpose

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Test Year

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Administration Method and Scoring

The questionnaire consists of 20 items covering four dimensions: 同伴关系 (peer relationships), 亲子关系 (parent-child relationships), 师生关系 (teacher-student relationships), and 自我关系 (self-relationship). It uses a 5-point Likert scale ranging from “完全不符合” (completely disagree) to “完全符合” (completely agree).

Reliability and Validity

The Cronbach’s alpha coefficient ranges from 0.673 to 0.840, and the test-retest reliability is between 0.608 and 0.791, indicating satisfactory structural validity and content validity.

Factors and Subscales

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Keywords

Interpersonal relationships, emotional involvement, peer relationships, parent-child relationships, teacher-student relationships, self-relationship, questionnaire

Items in Chinese

1. 如果自己有了烦恼，一般可以找到朋友倾诉
2. 当我进入一个新集体时，我总是很快就能交到新朋友，让很多人喜欢我
3. 如果我有了高兴的事，经常会找朋友来分享
4. 经常有人来请我帮忙，大多数情况下我都会帮助他们
5. 如果我的朋友做了让我不开心或对不起我的事，我通常会宽容他们
6. 上课时，我经常被老师提问
7. 课下，老师经常关心我的学习和生活情况
8. 我经常向老师提问题，老师总是很耐心地解答
9. 老师有时会当众表示欣赏我独到的见解
10. 我觉得老师上课很精彩，我经常觉得时间过的很快
11. 在课堂上，我觉得老师经常与我眼神交流，对我微笑以示鼓励
12. 在我取得进步时，老师会发现，并祝贺和鼓励我
13. 我觉得白己的父母很通情达理，容易沟通
14. 父母经常对我表示鼓励和肯定
15. 如果有什么不开心或困难的事，我会经常找父母倾诉或帮忙
16. 我以父母为荣，我觉得他们很了不起，我很愿意做他们的子女
17. 我很喜欢现在的自己
18. 我觉得自己做事有原则、有能力，很棒
19. 我觉得自己有很多去缺点，但是总体来说还不错
20. 我觉得老师、家长、同学都很喜欢我

Items in English

1. If I have worries, I can generally find a friend to confide in.
2. When I enter a new group, I can quickly make new friends and be liked by many.
3. If I have something happy, I often find friends to share it with.
4. Often people ask me for help, and most of the time I help them.
5. If my friend does something that makes me unhappy or wrongs me, I usually forgive them.
6. In class, I am often called upon by the teacher.
7. Outside of class, the teacher often cares about my study and life situation.
8. I often ask the teacher questions, and the teacher always answers patiently.
9. The teacher sometimes publicly appreciates my unique insights.
10. I find the teacher’s class very engaging and often feel that time flies.
11. In class, I feel that the teacher often makes eye contact with me and smiles to encourage me.
12. When I make progress, the teacher notices and congratulates and encourages me.
13. I find my parents understanding and easy to communicate with.
14. My parents often express encouragement and affirmation.
15. If I have any unhappiness or difficulties, I often turn to my parents for support.
16. I am proud of my parents; I think they are amazing, and I am happy to be their child.
17. I really like who I am now.
18. I feel I have principles, capabilities, and do things well.
19. I acknowledge I have many shortcomings, but overall I feel I am doing well.
20. I feel that teachers, parents, and classmates all like me.

References

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