Revision Of College Students Health Personality Scale

Based on previous research, we have modified the College students Healthy Personality Questionnaire In order to offer the quantify tools and theoretical basis of the Healthy Personality education in this study. By investigating 1,200 students in 8 different universities in Hebei Province, we have dialed with the data by the exploratory factor analysis, confirmatory factor analysis, and then get the formal structure of scale. Next we examined the reliability and validity of scale, and differences in test. The results are:1, the study further improved the College students Healthy Personality Questionnaire based on the previous model of the healthy personality. Through exploratory factor analysis we get the scale of 34 questions. There are 7 factors in the scale. The 7 factors are bright, independence, social participation, optimism, sense of responsibility, empathy, and sense of freedom.2, the study measured the scale'sαreliability and the split-half reliability, theαcoefficient of the scale's each factor is between 0.57 ~ 0.78, the split-half reliability is 0.60 ~ 0.82, the results showed that the scale has good homogeneity reliability.3, the correlation between each factor, between factor and total score have reached a significant level, the correlation between all items and the total score also reached a significant level. The goodness of fit indices in Confirmatory factor analysis indicated that the theoretical model fits better. Through the study of correlating with Self Consistency and Congruence Scale, show that the College students Healthy Personality Questionnaire have good inventory validity.4, comparing of different majors, genders, singleton and grades differences on each factor of healthy personality, the results show: the bright and independence of health personality showed significant differences in majors; the independence, bright and Health Personality scores have significant genders'differences; there are significant differences between singleton students and non-singleton one; The independence factor showed significant differences in grades. First-year students were significantly lower than the fourth grade students in the independence factor.