Self-Confidence Questionnaire of College Students – Chinese Version

Description

Self-confidence is an important driving factor in the personality structure of an individual, significantly influencing both psychological activities and development. Research on self-confidence has not yet formed a specialized field abroad. A literature review conducted over the past 20 years found that since Maslow first discussed self-confidence, research and discussions on the topic have been somewhat scattered, lacking integrated systematic analysis, and most studies have been conducted with Western subjects, leading to conclusions heavily colored by Western cultural perspectives. Research on self-confidence in China is very limited. The university stage is a critical period for the formation of college students’ values, the cultivation of a healthy self, and the development of a well-rounded personality. The ability to form and solidify self-confidence during this period directly impacts college students’ employment, attitude toward life, and even their entire lives. Particularly in today’s emphasis on innovation education and the promotion of quality education in universities, research on self-confidence among young college students holds even greater theoretical significance and practical value.

Authors and Contact Email

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Purpose

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Test Year

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Administration Method and Scoring

The “Self-confidence Questionnaire of College Students” compiled by Che Liping and Huang Xiting is designed for college students and has been widely used. The scale consists of four dimensions and 13 sub-dimensions, comprising a total of 70 multiple-choice questions. It is categorized as follows:
– 自信（整体自信、综合确认、总体肯定、否定自我）Self-Confidence (Overall Self-Confidence, Comprehensive Affirmation, Overall Affirmation, Self-Negation): 19 items
– 学业自信（动手操作、专业信心、外语信心）Academic Self-Confidence (Hands-on Skills, Professional Confidence, Foreign Language Confidence): 21 items
– 社交自信（同学他人、家人老师）Social Self-Confidence (Classmates and Others, Family and Teachers): 12 items
– 身体自信（体育运动、健康素质、动作身材、仪表表情、长相身高）Physical Self-Confidence (Sports, Health Quality, Body Movements, Appearance, Height): 18 items

Respondents are to evaluate themselves from different perspectives based on their experiences; answers vary due to differing life experiences and self-perceptions. There are no right or wrong answers. Respondents are instructed to carefully read each item and answer according to their reality. They should respond to every question without omitting any, and not take excessive time to ponder.

Reliability and Validity

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Factors and Subscales

The research on self-confidence can be summarized into the following aspects:
1. Research on Self-Confidence Differences: For example, Lundeberg, Fox, and Puncochar’s studies found that men tend to be more confident than women; a recent study by Lundeberg and others aimed to expand the research on gender differences in self-confidence to broader cultural contexts, discovering significant overall differences in self-confidence influenced by national and cultural factors, thus confirming the cultural variance in self-confidence. Additionally, scholars like Lirrg have conducted research and tests regarding age differences in self-confidence.

2. Research on Extremes and Opposites of Self-Confidence: For example, Koehler and Harvey studied overconfidence phenomena, while Jiang, Muhanna, and Pick explored underconfidence. Researchers like Murray and Holmes studied the opposite of self-confidence, such as self-doubt and insecurity, analyzing their causes and deriving valuable conclusions.

3. Research on Influencing Factors of Self-Confidence: Klein and Keller found that ability and locus of control significantly affect students’ performance and self-confidence; Lundeberg and others studied the influence of culture on self-confidence, uncovering situational and cultural components of self-confidence, with different countries and cultures having varying impacts.

Based on this, some researchers have explored methods to increase self-confidence, while Juslin and others have engaged in theoretical discussions on trends in self-confidence research.

Keywords

Self-confidence, personality structure, psychological development, college students, cultural differences, influencing factors.

Items in Chinese

1. 我知识丰富。
2. 我相信自己有一些特殊才能。
3. 我喜欢自己的性格。
4. 我有值得骄傲的特长。
5. 我比较聪明。
6. 我相信我能处理好一些不可预料的事情。
7. 无论学习什么课程,我都感到有把握。
8. 无论何时何地,我从不怀疑自己的运气。
9. 我对自己有信心。
10. 我相信天生我才必有用。
11. 我对自己持一肯定态度。
12. 不论成功或失败,我相信自己选择的道路。
13. 我对自己的前途有把握。
14. 无论做什么事,我相信自己都能做好。
15. 我常为自己感到羞愧。
16. 我觉得大多数人都比我聪明能干。
17. 我觉得即使我很努力,也不会把事情做好。
18. 我很难管住白己。
19. 我时常感到自己一无是处。
20. 我相信在动手操作方面,自己的成绩会相当不错。
25. 即使再忙,我也能腾出一些时间做动手操作的事。
26. 我能找出一些窍门搞些发明创造。
27. 我对自己学业创造方面的成绩感到满意。
28. 在学业上遇到问题时,我常常能找到与众不同的解决办法。
29. 在完成作业或任务时,我宁愿花费时间有所创造而不愿简单模仿。
30. 我常报名参加各种学业创造活动或比赛。
31. 我有一套学好专业课方法。
32. 我能合理地分配时间学好专业课。
33. 我相信选择自己喜欢的环境学习有助于学好专业课。
34. 无论学习哪一门专业课,我相信课程结束时我的成绩会名列前茅。
35. 我相信学好专业课对自己今后发展有重要价值。
36. 在必须通过重要考试或其他专业任务时,我知道自己能行。
37. 我能够合理安排时间学好外语。
38. 我相信自己有能力学好外语。
39. 我有学好外语的独特方法。
40. 我相信学好外语对自己发展有重要价值。
41. 我能毫不困难地维持一个满意的异性关系。
42. 我相信自己会处理好与异性的关系。
43. 当同性朋友们意见不一致时,大家会很自然地转向我。
44. 我能够左右与异性相处时局面。
45. 我能够对社会上的其他人施加我的影响。
46. 我善于和社会上的他人相处。
47. 我很容易受到同性同学喜爱。
48. 我能主动关心家人。
49. 我确信与老师的交往是非常重要。
50. 我能够积极和老师相处。
51. 我和自己的大部分老师关系良好。
52. 我相信自己有能力处理好与家人的关系。
53. 我能毫不困难地通过年度体育达标测试。
54. 我相信自己在体育运动会上,会有好的表现。
55. 不擅长体育运动是我一个缺点。
56. 我对自己体育运动能力有把握。
57. 我身体素质好。
58. 我身体健康。
59. 我耐力好。
60. 我很少感到身体不舒服。
61. 我担心自己身体有病会阻碍正常的学习。
62. 我身材合适,既不胖也不瘦。
63. 我动作时常显得很笨拙。
64. 在需要身体协调的体育运动中有好的表现,我充满信心。
65. 我认为自己的仪表比较合适。
66. 我说话声音好听。
67. 与多数人相比,我更懂得着装搭配。
68. 我对自己的长相感到满意。
69. 我对自己的身高感到满意。
70. 我长相使我烦恼。

Items in English

1. I have rich knowledge.
2. I believe I have some special talents.
3. I like my personality.
4. I have special skills that I am proud of.
5. I consider myself to be relatively smart.
6. I believe I can handle unexpected situations well.
7. No matter what course I study, I feel confident.
8. I never doubt my luck, anytime and anywhere.
9. I have confidence in myself.
10. I believe that everyone has their unique talents.
11. I maintain a positive attitude towards myself.
12. Regardless of success or failure, I believe in the path I choose.
13. I am confident about my future.
14. No matter what I do, I believe I can do well.
15. I often feel ashamed of myself.
16. I think most people are smarter and more capable than I am.
17. I feel that even if I try hard, I cannot do things well.
18. I have difficulty managing myself.
19. I often feel like I am nothing.
20. I believe that my performance in hands-on tasks will be quite good.
25. Even if I am busy, I can find some time to do hands-on tasks.
26. I can find some tricks to create inventions.
27. I am satisfied with my academic creative achievements.
28. When I encounter problems in my studies, I often find unique solutions.
29. When completing assignments or tasks, I prefer to spend time being creative rather than simply imitating.
30. I often sign up for various academic creative activities or competitions.
31. I have a method for excelling in my major courses.
32. I can reasonably allocate my time to learn my major courses.
33. I believe that choosing a favorite environment for studying helps me excel in my major courses.
34. Regardless of which major course I study, I believe my grades will rank high at the end of the course.
35. I believe that excelling in my major courses is of great value for my future development.
36. When I must pass important exams or complete major tasks, I know I can do it.
37. I can reasonably arrange my time to learn foreign languages.
38. I believe I have the ability to excel in foreign languages.
39. I have unique methods for excelling in foreign languages.
40. I believe that excelling in foreign languages is of great value for my development.
41. I can easily maintain satisfactory relationships with the opposite sex.
42. I am confident I can handle relationships with the opposite sex well.
43. When there is disagreement among same-sex friends, everyone naturally turns to me.
44. I can influence situations when interacting with the opposite sex.
45. I am capable of exerting my influence on others in society.
46. I am good at interacting with others in society.
47. I am easily liked by my same-sex classmates.
48. I actively care about my family.
49. I believe that interacting with teachers is very important.
50. I can positively interact with teachers.
51. I have good relationships with most of my teachers.
52. I believe I can handle my relationships with my family well.
53. I can easily pass the annual physical fitness test.
54. I believe I will perform well in sports competitions.
55. Not being good at sports is a drawback of mine.
56. I am confident in my sports abilities.
57. I have good physical fitness.
58. I am in good health.
59. I have good endurance.
60. I rarely feel physically uncomfortable.
61. I worry that my health issues will impede my normal studies.
62. I have a suitable body shape; I am neither overweight nor underweight.
63. I often appear to be clumsy in my movements.
64. I am confident in performing well in sports that require physical coordination.
65. I think my appearance is quite appropriate.
66. I have a pleasant speaking voice.
67. Compared to most people, I am better at choosing outfits.
68. I am satisfied with my appearance.
69. I am satisfied with my height.
70. My appearance bothers me.

References

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