Validating the short-form of foreign language classroom burnout, boredom and anxiety scales in online Chinese learning

Abstract

The digital classroom has become a crucible for complex emotional stressors such as burnout, boredom, and anxiety. The short-form of foreign language classroom burnout, boredom, and anxiety scales (S-FLCBUS, S-FLCBS, and S-FLCAS) have been widely used. However, few studies have assessed the validity and reliability of S-FLCBUS, S-FLCBS, and S-FLCAS in the context of learning Chinese as a foreign language (CFL), especially in online learning environment. To address this issue, a sample of n = 662 CFL learners in online classes was utilized in the validation efforts, including multiple rounds of exploratory and confirmatory factor analysis, the establishment of convergent, discriminant, and criterion-related validity tests, and structural equation modeling. The findings revealed an adjusted 8-item two-factor S-FLCBUS and a 6-item unidimensional S-FLCAS and supported the 8-item unidimensional S-FLCBS, demonstrating excellent reliability and validity. This research provides a replicable template for future psychometric-scale development in second language acquisition, contributing to emotion research in diverse settings.