Developing and validating perceived intercultural communication anxiety/apprehension scale

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-09-13 DOI:10.1002/pits.23297

Ali Roohani, Reza Parhizkar, Shahla Ostovar

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引用次数: 0

Abstract

Intercultural communication research has highlighted the significance of intercultural communication apprehension/anxiety measurement and instrument development in diverse sociocultural contexts. This study embarked on developing and validating a scale, the Perceived Intercultural Communication Anxiety/Apprehension Scale (PICAS) in the English as a foreign language (EFL) context. By drawing upon the review of the literature and expert judgment, a Likert scale with 52 items was developed for assessing the construct of intercultural communication anxiety/apprehension, which was subjected to exploratory and confirmatory factor analysis (CFA) with 760 Iranian EFL learners. The ultimate results of exploratory factor analysis evidenced 17 items with a stable five‐factor solution, comprising L2 proficiency, prejudice and stereotypes, significant others' attitudes, status, and context familiarity factors. The subsequent CFA confirmed the five‐factor model. The five‐factor PICAS was found to be psychometrically reliable and valid. Potential applications, future directions, and limitations are finally addressed.

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编制并验证跨文化交际焦虑/担忧感量表

跨文化交际研究强调了在不同社会文化背景下进行跨文化交际忧虑/焦虑测量和工具开发的重要性。本研究着手在英语作为外语（EFL）的背景下开发和验证一个量表，即感知跨文化交际焦虑/不安量表（PICAS）。通过对文献的回顾和专家的判断，开发了一个包含 52 个项目的李克特量表，用于评估跨文化交际焦虑/担忧的结构，并对 760 名伊朗 EFL 学习者进行了探索性和确认性因子分析（CFA）。探索性因子分析的最终结果表明，17 个项目具有稳定的五因子解，包括 L2 熟练程度、偏见和刻板印象、重要他人的态度、地位和语境熟悉程度因子。随后的 CFA 证实了五因素模型。五因素 PICAS 在心理测量学上是可靠和有效的。最后讨论了该模型的潜在应用、未来发展方向和局限性。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.