Jie Gao

In order to investigate the competitive psychology of college students in the current context of fierce social competition, this study compiled a competition psychology scale for college students [i.e., the Competition Psychology Scale for College Students ]. The scale was administered online to 628 university students in different regions of China. After item analysis, reliability analysis, and validity analysis, a 6-item scale was finally formed. CPS-CS contains four dimensions: hypercompetitive attitude, competitive motivation, personal development, competitive attitude, and competitive interpersonal relationships. The reliability and validity of the CPS-CS developed in this research meet the requirements of psychometrics.

Through featuring a historical review of the L2 speaking assessment scales applied in related studies, this paper targets at providing responses for the following three questions How are the scales assessing L2 speaking anxiety developed and adapted in related research? What are the frequently adopted methods for validating speaking anxiety scales? How is L2 speaking anxiety represented and interpreted with a dynamic approach? Based on analyzing the development process of frequently-used scales for assessing test anxiety, foreign language classroom anxiety, and speaking anxiety, the author classified the scales into three categories: test-based scales measuring speaking anxiety, classroom-based scales measuring speaking anxiety, and activity-based scales measuring L2 speaking anxiety. As for the scale validation methods, Classical Testing Theory and Rasch measurement were introduced as two major statistical paradigms for guaranteeing the reliability of the scales. This paper also summarizes the emerging themes generalized from research focusing speaking anxiety assessment, where the dynamic approach is discussed as a guideline to interpret the relationship among anxiety, language performance, and other factors involved in language learning. This paper ends with highlighting possible directions for anxiety-related research in the future, where technology intervention and the “positivity ratio” might become new attempts for pedagogical design.