Development Of College Student Self-Management Scale

Objective: The aim of this study was to develop a college student self-management scale (CSSMS) with better reliability and validity for diagnosing the traits of college student self-management and forecasting colligation making to serve college in evaluating student and to serve department in employment, which was based on a objective element model that was construct with science and reason.Method: The personality scale's rules being complied with of rational-theoretical strategy, factor analysis strategy, criterion-keying strategy, super-excellence criterion, majority criterion, adaption and development criterion, the methods being put to use of literature, retrospect, brain storming and visit, the college student objective model was built, and the scale content frame was established. Based on it, a first scale was constructed and was tried out on a small sample repeatedly. At last through sampling indue form, testing, item analysis, factor analysis, the refined theoretical model was built primarily. The reliabilities test including consistent reliability of Item-Item, retesting and property; and the validities included the validity of content by examination the relation between subscale, factor scale and full scale, validity of construct by confirmatory factor analysis, and criterion validity by relation examination and construct equation model method and feedback visit. Result: A objective model of college student self-management was constructedincluding learning, planning and organizing, researching and thinking,communion, using resource and opportunity, self-controlling, idea andconsciousness, moral quality and image-building, intercourse and pubic relation,social trend or requiring and motivity, self-efficiency, self-expression, health.Corresponding to it, subscales of scale were worked out. Selected byItem-analysis and exploratory principal component analysis of subscales, thescale was established. The scale had two factors, labeled as follow :F iexploitation of resource, F n exploitation of working traits, explaining 24.425%and 19.731% of the total variance respectively. Internal consistency analysisshowed that the full scale Cronbach's a coefficient was 0.8614,split-halfcorrelation coefficient was 0.84 and more based on Item ,that subscaleCronbach's a coefficient ranged from 0.2634 to 0.6556,based on which ,full scaleCronbach's a coefficient, split-half correlation coefficient was 0.83 and 0.8505respectively, that all Item-Item in subscale correlations were statisticallysignificant excluding three items, and that all Item-subscale correlationcoefficients were significant, and that the Cronbach's a coefficient of F I scaleand FII scale were 0.7973 and 0.7106 respectively, and that test-retest correlationwas statistically significant. The correlation analysis between subscale,factor-scale, and full scale showed that all the efficient was statistically significant,excluding health and self-controlling, F I and self-controlling, FII and expression,FII and health. The results of confirmatory factor analysis indicated that2-factor model was good fit. The correlation efficient was significant betweensubscales and elements in criterion scales, between factor-scale and indices incriterion, between self-management scale and criterion scale. The result ofstructural equation model analyses indicated that the model could be accepted andforecast the performance or quality of college student to some extent, in addition,feedback visit showed that the scale is reasonable and validity.Conclusion: A college student self-management scale (CSSMS) was built,based on the self-management model, and factor analyses studies showed thestructure of it is pretty reasonable. Properties analyses showed that the CSSMSachieved good to excellent levels of internal consistency, test-retest reliability andcontent, const...