Psychometric Validation of the Psychological Competitiveness Scale: A Study on Iranian University Students in Online Education

Document Type : Original Article

Authors

1 Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran

2 Department of Psychology, Imam Khomeini International University, Qazvin, Iran

3 Department of Psychology, Mahallat Branch, Islamic Azad University, Mahallat, Iran

Abstract

Background: Competitiveness is an essential psychological concept that affects various aspects of life. As online classes transform the educational landscape, it is essential to explore their effects on student competitiveness. This study sought to validate the Competition Psychology Scale for College Students (CPS-CS) specifically for Iranian university students involved in online learning.
Methods: This cross-sectional survey utilized a psychometric approach and validation methods, targeting students at Tehran University during the first semester of the 2022-2023 academic year. A total of 1,231 students were selected through stratified sampling. The study employed the CPS-CS and the Hyper-Competitive Attitude (HCA) scale. The evaluation of content, concurrent, and construct validity, along with internal reliability, was conducted rigorously.
Results: The CPS-CS demonstrated excellent content validity. Its concurrent validity indicated a positive correlation with the HCA scale (r=0.763, p<0.001). Exploratory Factor Analysis (EFA) confirmed a three-factor structure—competitive learning, performance, and relationships—accounting for 63.829% of the variance. The Kaiser-Meyer-Olkin (KMO) measure was 0.908, indicating high common variance, which is suitable for factor analysis. Bartlett's test supported this with a Chi-Square of 4622.140 (df=120, p<0.001). Confirmatory Factor Analysis (CFA) validated the three-factor model with strong fit indices. Reliability assessments indicated high internal consistency, with an overall Cronbach's alpha of 0.865 and values ranging from 0.880 to 0.915 for each factor, along with significant test-retest reliability (r=0.714, p<0.001). No significant differences were found in competitiveness scores between groups (p=0.10).
Conclusion: The CPS-CS, with its tri-dimensional structure, has been validated for Iranian online students, proving to be a reliable tool for assessing competitiveness. Further validation in diverse settings is suggested.

Highlights

Rouhoddin Heydari (Google Scholar)

Davood Taghvaei (Google Scholar)

Keywords

References

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Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume 15, Issue 3 - Serial Number 58
September 2024
Pages 273-288

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