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<p>In light of the universality of the Tangping phenomenon and the lack of measurement tools, this study aims to develop Academic Tangping Scale for assessing this phenomenon among for college students in China. A total of 644 valid Chinese university students participated in the research. Exploratory factor analysis supported the extraction of three dimensions, namely affective, cognitive and behavioral dimensions, and confirmatory factor analysis indicated a good model fit, further confirming the scale’s dimensional structure. High Cronbach’s alpha coefficients across the subscales further affirm its robustness as a psychometrically sound measurement instrument. Evidence for convergent and discriminant validity was rigorously substantiated, and significant Pearson correlations with the existing Lying Flat Tendency scale demonstrated criterion-related validity. Finally, the scale’s practical applicability was supported by significant correlations with depression, anxiety, and stress, indicating meaningful associations with students’ mental health outcomes. The scale acknowledges limitations and proposes corresponding suggestions. Overall, the scale demonstrates strong psychometric properties, providing a reliable tool to assess the Academic Tangping and support targeted interventions and research on student mental health.</p>

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Academic Tangping scale for college students in China: scale development, validation and application

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月9日

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  • Shan Lu,
  • Yanchao Yang,
  • Wangze Li,
  • Bosheng Jing,
  • Yuanfang Guo

摘要

In light of the universality of the Tangping phenomenon and the lack of measurement tools, this study aims to develop Academic Tangping Scale for assessing this phenomenon among for college students in China. A total of 644 valid Chinese university students participated in the research. Exploratory factor analysis supported the extraction of three dimensions, namely affective, cognitive and behavioral dimensions, and confirmatory factor analysis indicated a good model fit, further confirming the scale’s dimensional structure. High Cronbach’s alpha coefficients across the subscales further affirm its robustness as a psychometrically sound measurement instrument. Evidence for convergent and discriminant validity was rigorously substantiated, and significant Pearson correlations with the existing Lying Flat Tendency scale demonstrated criterion-related validity. Finally, the scale’s practical applicability was supported by significant correlations with depression, anxiety, and stress, indicating meaningful associations with students’ mental health outcomes. The scale acknowledges limitations and proposes corresponding suggestions. Overall, the scale demonstrates strong psychometric properties, providing a reliable tool to assess the Academic Tangping and support targeted interventions and research on student mental health.