Psychometric evaluation of the Chinese Snyder Dispositional Hope Scale and Adaptability Scale among Chinese EFL college students

Abstract

BACKGROUND: Despite theoretical links between dispositional hope and adaptability in education and their respective roles as key orientations that facilitate learning, their measurement in English as Foreign Language (EFL) students remains relatively underexplored. Previous validations of Snyder's Dispositional Hope Scale (DHS) and Martin's Adaptability Scale (AS) have primarily relied upon classical test theory rather than more sophisticated methodologies. This study assessed the psychometric properties of the Chinese versions of these scales (CDHS and CAS) in EFL college students using Rasch analysis, exploratory structural equation modeling (ESEM), and network analysis. METHODS: A total of 485 EFL college students from 10 institutions across 12 Chinese provinces were recruited through convenience sampling. The study employed a comprehensive analytical approach to evaluate both model-level and item-level psychometric properties of the CDHS and CAS. RESULTS: (1) The analyses established a unidimensional structure for the CDHS and a two-factor ESEM structure for the CAS, both demonstrating adequate factorial validity and internal consistency. This differs in part from the factor structure of the original version of the scale. (2) Rasch analysis revealed item redundancy and mid-trait clustering, suggesting opportunities for scale optimization. (3) Structural equation modeling highlighted significant positive associations between hope and both cognitive-behavioral and affective dimensions of adaptability, with the affective factor showing a stronger relationship. (4) Network analysis further underscored the central role of adaptability items in bridging constructs, particularly cognitive flexibility, resource-seeking, and emotional positivity items. CONCLUSIONS: These findings provide robust evidence for the validity and reliability of the CDHS and CAS in assessing hope and adaptability among Chinese EFL students. These findings offer insights for developing targeted psychological interventions to support EFL learners navigating the cognitive and emotional challenges of language acquisition.

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