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　　(24)克倫巴赫α系數(shù)是一種檢測問卷或量表可靠性(信度)的系數(shù)，即該問卷能否準(zhǔn)確反映客觀事實(shí)。

　　(25)Kruskal-Wallis檢驗(yàn)是一種非參數(shù)檢驗(yàn)，不需要知道原始數(shù)據(jù)的分布和總體參數(shù)。該檢驗(yàn)用于多個(gè)連續(xù)型獨(dú)立樣本的比較，可計(jì)算出概率(p值)并推斷各數(shù)據(jù)之間有無差異。

　　(26)Dwass-Steel-Critchlow-Fligner(DSCF)檢驗(yàn)是兩兩比較的一種。多組方差分析之后，如果有顯著性差異(即p<0.05),可以采用DSCF檢驗(yàn)進(jìn)行兩兩比較。

　　(27)Murat Dagan Sahin,Eren Can Aybek.Jamovi:An Easy to Use Statistical Software for the Social Scientists.International Journal of Assessment Tools in Education,2019,6(4).

　　(28)研究數(shù)據(jù)及SEC問卷單項(xiàng)數(shù)據(jù)分布分析結(jié)果可與通訊作者聯(lián)系。

　　(29)沈有祿，譙欣怡：《全國分地區(qū)普通小學(xué)教師資源配置差異分析》,《教育與經(jīng)濟(jì)》,2010年第2期。

　　(30)組間差異，即數(shù)據(jù)組之間的差異。p是兩者之間假設(shè)相等的概率，統(tǒng)計(jì)學(xué)通常將發(fā)生概率小于5%的事件稱為“小概率事件”,p<0.05即為兩者之間相等的概率小于5%,故兩者相等是一個(gè)小概率事件，認(rèn)定其存在統(tǒng)計(jì)學(xué)顯著差異。

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　　(33)本圖為等高線彩圖，顏色代表關(guān)注程度(高度),圖片下方領(lǐng)域與數(shù)字釋義參考表1。兩圖中間的縱向排列的學(xué)習(xí)項(xiàng)目，來自課程標(biāo)準(zhǔn)中欣賞(AP)、表現(xiàn)(PF)、創(chuàng)造(CP)和文化(CC)四個(gè)領(lǐng)域。

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　　(36)Lene Arnett Jensen.Bridging Universal and Cultural Perspectives:A Vision for Developmental Psychology in a Global World.Child Development Perspectives,2012,6(1).