Validation of the Dari version of the fear of COVID-19 scale and student self-efficacy as a moderator between fear of COVID-19 and mental well-being

ABSTRACT

Aims

This study determined the psychometric integrity of the Dari version of the Fear of COVID-19 Scale (FCV-19S). In addition, this contribution analyzed the moderating role of student self-efficacy between the fear of COVID-19 and mental well-being.

Methods

The sample comprised 436 Afghan students studying in three universities situated in Kabul. First, Confirmatory Factor Analysis (CFA) was used to confirm the unidimensional structure of the FCV-19S. Second, relationship of the FCV-19S with Anxiety of COVID-19 and mental well-being determined its concurrent validity. Third, the average variance extracted (AVE) and composite reliability (CR) determined the convergent validity of the scale. Fourth, the internal consistency reliability of FCV-19S was calculated. Lastly, the moderation analysis was conducted based on Model 1 of the PROCESS macro.

Results

CFA demonstrated that the FCV-19S was a good model fit and confirmed its unidimensional structure. In addition, the FCV-19S showed good concurrent validity, adequate convergent validity, and excellent internal consistency reliability. Further, student self-efficacy moderated the relation between the fear of COVID-19 and mental well-being.

Conclusion

The Dari version of the FCV-19S demonstrates robust psychometric properties. Further, moderate and high levels of student self-efficacy significantly reduce the negative influence of fear of COVID-19 on mental well-being..

KEYWORDS:

• Dari version of the FCV19S
• fear of COVID-19
• anxiety of COVID-19
• student self-efficacy
• mental well-being
• Afghan university students

Acknowledgments

The researchers are thankful to all the study participants and their universities for bringing this study to fruition.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data are not publicly available to protect the privacy of research participants and for security oncerns. However, the datasets generated during and/or analysed during this study are available from the corresponding author on reasonable request.

Ethical approval

The research protocol was submitted for consideration, comment, guidance, and approval to the university’s research ethics committee. After its approval, all procedures performed in the study were in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed consent

Informed consent was obtained from all individual participants included in the study.

Additional information

Funding

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.This manuscript has not been published elsewhere and that it has not been submitted simultaneously for publication elsewhere.

Notes on contributors

Zane Asher Green

Zane Asher Green is an assistant professor in the Faculty of Business Administration at Preston University, Islamabad, Pakistan. He manages the Preston University's Contemporary Research Initiative and has some scholarly publications to his credit. His main focus is on intervention-based research. He uses both quantitative and qualitative research, which draws upon theories and methods from educational, vocational, positive, and business psychology. Based on emotionalized learning experiences, his workshops focus on strengths-based approaches to empower participants to maximize their potential. Zane also has a passion for developing experiential learning activities and learning resources to promote active and real life learning.

Murat Yıldırım

Murat Yıldırım is an associate professor in the Department of Psychology at Ağrı İbrahim Çeçen University, Turkey. He received his master and PhD degrees and postdoctoral training from University of Leicester, United Kingdom. His research focuses on the examination of mechanisms underlying well-being and mental health. He uses quantitative methods in his research and is particularly interested in factors promoting well-being and positive mental health. Murat has authored a book, Positive Psychology at School: From Theory to Practice, and more than 70 research papers, which have been published in peer reviewed journals.

Farkhonda Faizi

Farkhonda Faizi conducts research for the Preston University’s Contemporary Research Initiative. Her research focuses on COVID-19, online learning during the pandemic, creative stimulants, consumer behavior, character strengths, and mental well-being. Farkhonda manages the data collection process pertaining to research on university students in Afghanistan. She is also involved in developing the Dari version of different psychological assessment scales and measures in collaboration with Afghan professors and scholars.

Rahmatullah Jalal

Rahmatullah Jalal conducts research for the Preston University’s Contemporary Research Initiative. His research focuses on business, vocational, and positive psychology with an emphasis on human resource development, career adaptability, self-efficacy, and well-being. He also has some scholarly publications to his credit. Rahmatullah develops training materials and e-learning resources for professional development training initiatives.