Academic English Writing Anxiety Among High-Pressure Chinese Research University Students: Validation of the Second Language Writing Anxiety Inventory

Abstract

This study aims to examine the factor structure, reliability, and validity of the Second Language Writing Anxiety Inventory (SLWAI) among undergraduate students experiencing high academic pressure at research universities in China. A sample of 344 undergraduate students from Peking University was used, and exploratory and confirmatory factor analyses were conducted. The EFA yielded three factors: cognitive anxiety (8 items), somatic anxiety (7 items), and avoidance behaviors (7 items), fully consistent with Cheng's (2004) original three-factor model. The total scale demonstrated a Cronbach’s α of 0.914, while the subscales ranged from 0.905 to 0.918. CFA results indicated a well-fitting model (χ²/df = 2.361, RMSEA = 0.063, CFI = 0.938, TLI = 0.931), with both convergent and discriminant validity meeting psychometric standards. The SLWAI shows strong reliability and validity for measuring academic English writing anxiety among Chinese university students under high academic pressure and can serve as an effective assessment tool for this population. This study reveals the unique impact pathway of highly competitive academic environments as an "environmental special need," providing empirical support for related research in special education.