Development and validation of a scale for measuring irrational behavior in undergraduate students’ online discourse

This study aims to develop a scientifically valid and effective scale for measuring irrational behavior in online discourse among undergraduate students, thereby providing a scientific basis for understanding online public opinion in universities. The study adopted a mixed-methods design. In the qualitative phase, semi-structured interviews were conducted, and 153 valid open-ended questionnaires were collected. The responses were coded by 5 independent coders, generating an initial item pool spanning four theoretical dimensions, which were then refined by a cross-disciplinary expert panel. In the subsequent quantitative phase, data from 500 students were used for item analysis and exploratory factor analysis (EFA). Confirmatory factor analysis (CFA) and reliability and validity assessments were then performed on a separate sample of 476 students. The final scale comprises 28 items across four dimensions: cognitive bias, emotional sensitivity, self-regulation deficiency, and behavioral deviance. The scale demonstrated acceptable construct validity (χ²/df = 2.094; CFI = 0.934, TLI = 0.928, SRMR = 0.057, RMSEA = 0.058), and an internal consistency coefficient of 0.95. Application of the scale revealed significant differences in irrational behavior among university students of different gender, internet usage duration, and family background, whereas no significant grade-related difference was observed. This newly developed scale provides preliminary psychometric support for assessing irrational behavior in undergraduate students’ online discourse. Analysis using this scale may help identify at-risk subgroups in university contexts. Not applicable.