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year 15, Issue 3 (3rd Spring 2026 2026)
Rooyesh 2026, 15(3): 297-308 |
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Gholami S, Naghizade A, Talebi M. (2026). Psychometric Properties of the Persian Version of the Foreign Language Classroom Anxiety Questionnaire in High School Students. Rooyesh. 15(3), 297-308.
URL: http://frooyesh.ir/article-1-6818-en.html
URL: http://frooyesh.ir/article-1-6818-en.html
1- Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran. , 21.sinagholami@gmail.com
2- Department of Psychology, North Tehran Branch, Islamic Azad University, Tehran, Iran.
3- Department of English, Karaj Branch, Islamic Azad University, Karaj, Iran.
2- Department of Psychology, North Tehran Branch, Islamic Azad University, Tehran, Iran.
3- Department of English, Karaj Branch, Islamic Azad University, Karaj, Iran.
Abstract: (119 Views)
The present study aimed to investigate the psychometric properties of the Persian version of the Foreign Language Classroom Anxiety Questionnaire in high school students. The present study was descriptive-correlational and a type of psychometric study. The statistical population of this study consisted of high school students in Fardis city in the academic year 2024-2025. 351 individuals were surveyed using an available sampling method and responded to the Foreign Language Classroom Anxiety Questionnaire (FLCAQ, Botes et al., 2022), the Generalized Anxiety Disorder Questionnaire (GAD-7, Spitzer et al., 2006), and the 12-item General Health Questionnaire (GHQ-12, Goldberg, 1972) in a paper-and-pencil format. The validity of the questionnaire was examined using exploratory and confirmatory factor analysis and concurrent validity, and the reliability of the questionnaire was calculated using Cronbach's alpha coefficient, McDonald's omega, split-half method, and test-retest reliability. The results of exploratory and confirmatory factor analysis confirmed the single-factor construct validity of this questionnaire. The positive correlation between foreign language classroom anxiety and generalized anxiety disorder (P<0.01, r=0.23) and the positive correlation between foreign language classroom anxiety and general health (P<0.01, r=0.26) indicated the confirmation of the concurrent validity of the questionnaire. The Cronbach's alpha coefficient of the Foreign Language Classroom Anxiety Questionnaire was estimated to be 0.86, the McDonald's omega coefficient was 0.86, the Guttman split-half coefficient was 0.77, and the test-retest reliability coefficient was 0.76. Overall, the Foreign Language Classroom Anxiety Questionnaire demonstrates good validity and reliability.
Type of Article: Research |
Subject:
Psychometric
Received: 2025/12/14 | Accepted: 2026/02/27 | ePublished: 2026/05/30
Received: 2025/12/14 | Accepted: 2026/02/27 | ePublished: 2026/05/30
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