期刊
JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT
卷 30, 期 2, 页码 194-204出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/0734282911410588
关键词
Interpersonal Reactivity Index (Chinese version); teachers; empathy
Psychometric properties of the Chinese version of Interpersonal Reactivity Index (C-IRI) were examined in a sample of 930 teachers in China. The subscales of the C-IRI demonstrated acceptable to good internal consistency and test-retest reliability. Exploratory and confirmatory factor analyses revealed a stable four-factor structure across three independent samples. The construct validity was also demonstrated; the scores of teachers on perspective taking and empathic concern were significantly higher than those of web users and prisoners. The convergent and discriminant validity of the C-IRI subscales were evaluated using measures of social functioning in the domains of self-esteem, social anxiety, shyness, agreeableness, and forgiveness.
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