Undergraduates Interpersonal Relationships Questionnaire – Chinese Version

Description

Interpersonal relationships refer to the psychological connections between individuals and the psychological distance between them. These relationships reflect the psychological state of individuals or groups seeking to satisfy their social needs (Shi Ronghua, 1998). For university students, interpersonal communication is an essential aspect of university life. It is necessary for students to interact and establish certain interpersonal relationships, which can promote psychological maturity and character development. At the same time, the establishment of good interpersonal relationships is a necessary prerequisite for the socialization of university students and an essential aspect of displaying their comprehensive qualities.

Authors and Contact Email

Shi Ronghua, Peng Siqing, Zhai Xuewei. (Contact email information not available)

Purpose

This research aims to explore the interpersonal relationships of university students, focusing on their interactions with teachers, peers, and other individuals in their environment.

Test Year

Information not available.

Administration Method and Scoring

The questionnaire is designed for university students to reflect on their interpersonal relationships over the past year. Participants are instructed to place a “√” next to the option that best fits their situation. The scoring standard for the interpersonal relationships is as follows: scoring from 0 to 65 indicates discordant relationships; 66 to 103 indicates good relationships; and 104 to 130 indicates very harmonious relationships.

Reliability and Validity

The internal consistency coefficients of the subscales and total scale range from 0.623 to 0.922. The split-half reliability coefficient of the university student interpersonal relationship scale is between 0.641 and 0.931, while the test-retest reliability for the total scale is between 0.792 and 0.887. This indicates that the questionnaire demonstrates a high level of reliability, with good consistency among items, adhering to psychometric standards.

Factors and Subscales

The interpersonal relationships of university students can be categorized into three factors:
1. 师生人际关系 (Teacher-Student Interpersonal Relationships)
2. 同学人际关系 (Peer Interpersonal Relationships)
3. 生活人际关系 (Life Interpersonal Relationships)

Keywords

大学生人际关系 (Undergraduates’ Interpersonal Relationships), 心理成熟 (Psychological Maturity), 社会化 (Socialization), 信度 (Reliability), 整体人际交往水平 (Overall Interpersonal Communication Level)

Items in Chinese

1. 当独自向老师请教问题时，我会感觉到紧张
2. 我会和任课老师在课间进行交流、谈话
3. 我有同老师、辅导员共同参加户外活动的经历
4. 我熟悉每学期任课老师的名字
5. 在节日里我会向老师表达问候、祝福
6. 当我在路上偶遇老师，会主动上前打招呼
7. 我在和老师、辅导员的闲谈话题中，不会回避谈家庭情况或自我经历
8. 我为一些生活或学习上的小事情与同学发生争执
9. 我在班上明显感受到被有些同学排斥和冷漠
10. 与一大群朋友在热闹时，我感到莫名的孤寂、落寞
11. 当同学向我倾诉其遭遇以求得同情时，我感到不自在
12. 面对朋友的缺点，我会选择当面直接指出
13. 我和同学交谈时会觉得不知从哪儿说起
14. 在班会开展活动中有人提议我表演节目，我会接受的
15. 在我遇到困难向朋友求助时，会得到朋友的帮助
16. 我和本宿舍的人关系
17. 我会与同学交流学习或生活上的经验
18. 当我作为一名老生时，我会帮助入校的新生熟悉学校的环境
19. 我把上网的时间用在聊天交友上
20. 我能在网络或各类聊天室中结识到新朋友
21. 我认为网络上结交的朋友是值得信任的
22. 我和网上结识的人会有书信或电话往来
23. 我有和网上结识的人互相敞开心扉的经历
24. 我在网上讨论版中与别人交流信息或其他资源
25. 我上网聊天是事先计划好的
26. 学习之余，我会参加勤工俭学或社会打工
27. 我外出游玩时，能结交到一些新的朋友
28. 在校内或校外购物、就餐时，我会与店主或伙计聊得顺畅
29. 我参加了社会上的一部分公益活动
30. 除了学校布置的社会实践活动，我还愿意主动找机会去尝试类似活动
31. 在街头或餐饮店的陌生人前吃东西时，我会觉得很不自在
32. 相比其他身份的社会群体，我倾向于和在校学生交往
33. 当我同校内的保安、后勤、宿管组等办事人员打交道时，会觉得不习惯

Items in English

1. When I approach a teacher to ask questions alone, I feel nervous.
2. I communicate and talk with my course teachers during breaks.
3. I have participated in outdoor activities with teachers and counselors.
4. I am familiar with the names of my course teachers each semester.
5. I give greetings and blessings to teachers during holidays.
6. When I happen to meet a teacher on the road, I will take the initiative to greet them.
7. In casual conversations with teachers and counselors, I do not avoid discussing family matters or personal experiences.
8. I have had disputes with classmates over minor life or study issues.
9. I feel clearly excluded and ignored by some classmates in class.
10. In a noisy setting with many friends, I feel inexplicably lonely.
11. I feel uncomfortable when classmates confide in me to seek sympathy.
12. When facing friends’ shortcomings, I choose to point them out directly.
13. I feel at a loss for where to start when talking to classmates.
14. If someone proposes I perform at a class event, I would accept.
15. I receive help from friends when I encounter difficulties.
16. My relationship with those in my dormitory.
17. I discuss study or life experiences with classmates.
18. As a senior, I help new students adapt to the school environment.
19. I spend online time chatting and making friends.
20. I can meet new friends in online chat rooms or forums.
21. I believe online friends are trustworthy.
22. I correspond or communicate via phone with friends I met online.
23. I have experiences of opening up to people I met online.
24. I engage in information exchange or other resources in online discussion forums.
25. My online chatting is premeditated.
26. In addition to studies, I participate in work-study programs or social jobs.
27. When I go out, I can meet some new friends.
28. When shopping or dining on or off campus, I chat smoothly with vendors or staff.
29. I participate in some social public welfare activities.
30. Besides school-assigned social practice activities, I proactively seek out similar opportunities.
31. Eating in front of strangers on the street or in restaurants makes me uncomfortable.
32. Compared to other social groups, I prefer to interact with students on campus.
33. I feel uncomfortable interacting with campus security, logistics, or dorm management staff.

References

申武丹.大学生的人际关系及其与自我概念的相关研究[D].广西师范大学,2007.
文敏.心理素质对大学生人际关系的影响[D].湖南师范大学,2021.
DOI:10.27137/d.cnki.ghusu.2021.002251.