Adaptation and Validation of the Chinese Version of Fear of Failure in Learning Scale

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2024-06-04 DOI:10.1177/07342829241257867
Yikang Chen, Harold Chui, Yanghua Huang, R. B. King
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Abstract

Fear of failure undermines students’ learning and well-being. However, despite the prevalence of fear of failure, there is a lack of a measurement tool explicitly designed to assess the fear of failure in learning among Chinese students. This study aimed to adapt and validate the Chinese version of the Fear of Failure in Learning Scale (C-FOFLS). Exploratory factor analyses were conducted for the adaptation group ( N = 353) and a four-factor solution was found. The construct validity of the four-factor structure was subsequently confirmed by item-level analysis and confirmatory factor analysis for the validation group ( N = 366). The final scale was comprised of 22 items and had four underlying dimensions: shame, performance avoidance, learned helplessness, and self-handicapping. Pearson correlation analyses demonstrated satisfactory convergent validity and concurrent validity of the C-FOFLS. C-FOFLS could be a valuable tool for conducting research on the fear of failure in learning of Chinese students.
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学习失败恐惧量表中文版的改编与验证
害怕失败会影响学生的学习和身心健康。然而,尽管害怕失败的现象普遍存在,却缺乏一个明确设计的测量工具来评估中国学生对学习失败的恐惧。本研究旨在改编并验证学习失败恐惧量表(C-FOFLS)的中文版。我们对改编组(353 人)进行了探索性因子分析,发现了一个四因子解。随后,对验证组(366 人)进行了项目级分析和确认性因素分析,确认了四因素结构的建构效度。最终量表由 22 个项目组成,包含四个基本维度:羞耻感、逃避成绩、习得性无助和自我暗示。皮尔逊相关分析表明,C-FOFLS 的收敛效度和并发效度均令人满意。C-FOFLS可以作为研究中国学生学习失败恐惧的重要工具。
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来源期刊
Journal of Psychoeducational Assessment
Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.30
自引率
5.90%
发文量
61
期刊介绍: The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.
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