内在质量是基于儿童自身发展的需要，以个体社会情感能力的培育与健全人格的养成为目的之教育质量。本研究采用深度访谈、问卷调查和统计分析等方法，探讨西部地区基础教育内在质量的维度结构、发展现状、作用效果与影响因素。通过对逾万名学生、教师、校长和家长被试的实证研究，获得如下结论：第一，西部地区基础教育内在质量由平等性、人际性、责任性、自知性、参与性、批判性、效能感和移情性8个因素构成。对调查数据的项目分析、信度分析、探索性因素分析、验证性因素分析和效标关联分析之结果表明，本研究编制的西部地区基础教育内在质量问卷，其信度和效度均达到了心理测量学的标准。第二，西部地区基础教育内在质量的发展并不均衡，存在显著的性别差异和角色差异，以及一定的年级差异和住校与否差异，但民族差异不显著。第三，内在质量对儿童的主观幸福感具有显著影响，对儿童的心理健康具有显著的负向影响，对儿童的亲社会行为和主客观学业成绩具有显著的正向影响。第四，学校环境氛围和学生支持系统对内在质量有显著的正向影响，前者在后者与内在质量之间起着部分或完全中介作用。学生支持系统对内在质量的预测力，教师支持完全优势于学校支持和监测评估，学校支持总体优势于监测评估。第五，校长变革型领导风格对内在质量有显著的正向影响，权力距离在其中起着负向调节作用；教师情感陶冶型教学风格对内在质量具有显著的正向影响，集体主义在其中起着负向调节作用。第六，情感温暖型父母教养方式对内在质量有显著的正向影响，拒绝型和过度保护型父母教养方式对内在质量的影响在本研究中未达到显著水平。

As a result of one-sided emphasis on the external quality such as academic performance, the basic education get much-maligned and people pay more attention to the internal quality. Internal quality is a kind of education quality that based on the needs of the children’s personal development, and its purpose focus on the growth of social and emotional competency, the development of creativity, the formation of healthy personality. In this research, through such methods as literature investigation, in-depth interview, questionnaire survey and statistical analysis on more than ten thousand effective students, teachers, principals and students’ parents subjects of empirical research, conclusions finally can be reached as follows:Firstly, results from factor analysis indicated that internal quility of basic education in western China is a construct of eight dimensions, including equality, human nature, accountability, from intellectual, participatory, critical, self-efficacy and empathising. Results from item analysis, reliability analysis, exploratory factor analysis, confirmatory factor analysis and correlation analysis of criterion showed that, the reliability and validity of the internal quility questionnaire on basic education of western China this research developed were good enough to meet the demand of psychometrics.Secondly, results from the regression analysis demonstrated that the internal quality had a significant effect on subjective well-being, negotive effect on mental health, positive effect on prosocial behavior, subjective and objective academic achievement of pupils.Thirdly, teacher support, school support, and monitoring and evaluation had significant positive influence on internal quality. Results from dominance analysis suggested that teachers support had a complete dominance in predicting their employees’ internal quility when compared with school support, and monitoring and evaluation. Yet the predictive effect of the school support was generally dominant to that of monitoring and evaluation. Fourthly, results from the mediating regression analysis suggested that student support system had a positive influence on internal quility by the mediation of the school environment climate: school climate partially mediated the relationship between teacher support and internal quility, and fully mediated the relationship between school support and internal quility, and monitoring and evaluation and internal quility too.Fifthly, both transformational leadership style of the headmaster and sentimental cultivation teaching style of the teachers had a significant positive effect on internal quality, power distance negatively moderated the impact of transformational leadership on internal quality and collectivism negatively moderated the impact of sentimental cultivation teaching style on internal quality. Sixth, parental rearing style of care had significant positive influence on internal quality, but parental rearing style of rejection and over protection dad no significant impact on internal quality.