35-6 Development of Interpersonal Frustration Tolerance Scale for College Students
If students' frustration tolerance can be evaluated in advance, we can offer them the care and help in time. This can also help students avoid deviant behaviors and adapt to the new environment. The purpose of this study was to develop an interpersonal frustration tolerance scale for college students. The scale can help educators evaluate college students' interpersonal frustration tolerance. The pretest sample consisted of 321 college students. All items were screened via item analysis. Later, using purposive sampling method, a sample of 1,800 participants was collected from 11 colleges in central Taiwan. The sample was randomly divided into three sets. The first set was used to generate the factors through exploratory factor analysis. Three factors were extracted from the scale: action approach, interpersonal risk, and emotional feeling. The Cronbach's coefficient alpha for the entire scale was .88, and the alphas of three subscales ranged from .75 to .83. The second set was used for confirmatory factor analysis to examine the fit of the overall model and its internal structure. The third set was used for cross-validation. The study found that the developed new scale had a good model-data fit along with good reliability, construct validity, criterion-related validity, and stability based on cross-validation. We concluded that the ”Interpersonal Frustration Tolerance Scale for College Students” is an empirically-valid measure. It can be used for future research and practice in counseling and guidance-related institutions.
Keywords
confirmatory factor analysis ； cross-validation ； exploratory factor analysis ； interpersonal frustration tolerance
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