Assessment catalog
Assessment subscales
Browse EQAI simple and complex subscales by audience and topic. Total scales are currently hidden.
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Relationship Satisfaction
Parent scale: EQAI Social Competence Questionnaire
Measures an individual's perceived emotional satisfaction, support quality, and reciprocity in interpersonal relationships, reflecting their subjective evaluation of voluntary relationships such as friendships. This dimension focuses on the intensity of feeling valued, emotional connection, and psychological safety experienced in relationships.
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Circle Integration Stress
Parent scale: EQAI Social Stress Questionnaire
This dimension reflects students' concerns about belonging when participating in online interest-based groups, as they need to adapt to specific cultural expressions and interaction styles. It captures individuals' sensitivity to alienation in the pursuit of group identity and their tendency to adjust behaviors to maintain membership.
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Emotion Awareness and Understanding
Parent scale: EQAI Emotion Regulation Difficulties Questionnaire
Integrated assessment of lack of emotional awareness/perception and lack of emotional clarity, reflecting the overall level of the composite construct 'Emotion Awareness and Understanding'.
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Attention
12 subscalesAttention Deficit
Parent scale: EQAI Attention Deficit Hyperactivity Questionnaire
Integrates assessment of sustained attention difficulties, attention allocation and distractibility, and difficulties in attention initiation and task engagement, reflecting the overall level of the composite construct of 'attention deficit'.
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Hyperactivity
Parent scale: EQAI Attention Deficit Hyperactivity Questionnaire
Integrates assessment of mental and verbal hyperactivity, and difficulties in activity level regulation, reflecting the overall level of the composite construct of 'hyperactivity'.
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Impulsivity
Parent scale: EQAI Attention Deficit Hyperactivity Questionnaire
Integrates assessment of irritability and emotional reactivity, behavioral inhibition difficulties, and difficulties in motivation and delay regulation, reflecting the overall level of the composite construct of 'impulsivity'.
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Sustained Attention Difficulty
Parent scale: EQAI Attention Deficit Hyperactivity Questionnaire
Reflects the ability to maintain attention during continuous cognitive activities, indicating the stability and continuity of attention maintenance in long-duration tasks, focusing on fluctuations and interruption tendencies during concentration.
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Attention Allocation and Distractibility
Parent scale: EQAI Attention Deficit Hyperactivity Questionnaire
Reflects the tendency to select attention targets and inhibit irrelevant interference in complex environments, indicating the stability of attention allocation and control. It is characterized by assessing the cognitive features of maintaining focus, shifting attention, and resisting distractors.
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Difficulty in Attention Initiation and Task Engagement
Parent scale: EQAI Attention Deficit Hyperactivity Questionnaire
Reflects the individual's cognitive sluggishness and psychological resistance when initiating tasks that require focused attention, indicating the degree of difficulty in the action initiation phase. Key features include delayed task initiation, slow behavior, and subjective resistance before starting, revealing characteristics of attentional regulation during the initial execution stage.
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Mental and Verbal Hyperactivity
Parent scale: EQAI Attention Deficit Hyperactivity Questionnaire
Reflects the individual's level of activity in thinking and verbal expression, indicating tendencies toward rapid thought flow, inner restlessness, and frequent verbal output, revealing psychological characteristics in cognitive restraint and self-regulation.
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Difficulty in Regulating Activity Level
Parent scale: EQAI Attention Deficit Hyperactivity Questionnaire
Reflects the individual's ability to regulate physical activity stability and self-control in situations requiring stillness, manifested as continuous subtle movements and the subjective effort required to maintain a quiet state.
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Irritability and Emotional Reactivity
Parent scale: EQAI Attention Deficit Hyperactivity Questionnaire
Reflects the individual's sensitivity to negative emotions and regulation ability in daily situations, manifested as strong emotional reactions to minor stressors, slow emotional recovery, often accompanied by irritability and mood swings.
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Difficulty in Behavioral Inhibition
Parent scale: EQAI Attention Deficit Hyperactivity Questionnaire
Reflects the individual's ability to inhibit impulsive behaviors in executive function, indicating difficulty in delaying responses or stopping initiated actions. Typical manifestations include difficulty waiting, interrupting others, and insufficient regulation of behavior under rule constraints.
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Difficulty in Motivation and Delay Regulation
Parent scale: EQAI Attention Deficit Hyperactivity Questionnaire
Reflects the individual's preference for immediate feedback when pursuing goals and the tendency to maintain behavior when outcomes are delayed. High scorers tend to choose behaviors with rapid rewards and show weaker persistence toward long-term goals.
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Opposition to Authority and Rule Resistance
Parent scale: EQAI Attention Deficit Hyperactivity Questionnaire
Reflects the individual's tendency to exhibit oppositional reactions when facing authority demands or rule constraints, manifested as persistent resistance emotions and behaviors such as arguing, talking back, or refusing to comply, especially evident in power-imbalanced situations.
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Child Behavior
12 subscalesSocial Interaction and Cognition
Parent scale: EQAI Autism Spectrum Questionnaire (Parent Report)
Integrates assessment of difficulties in social-emotional reciprocity, social cognition and cue comprehension, and relationship building and maintenance, reflecting the overall level of the composite construct 'Social Interaction and Cognition'.
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Behavioral Flexibility and Repetitiveness
Parent scale: EQAI Autism Spectrum Questionnaire (Parent Report)
Integrates assessment of insistence on sameness and difficulty with change, restricted interests and intense focus, and stereotyped behaviors and self-regulatory movements, reflecting the overall level of the composite construct 'Behavioral Flexibility and Repetitiveness'.
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Sensory Regulation and Environmental Sensitivity
Parent scale: EQAI Autism Spectrum Questionnaire (Parent Report)
Integrates assessment of sensory hypersensitivity, sensory hyposensitivity, and active seeking of sensory stimulation, reflecting the overall level of the composite construct 'Sensory Regulation and Environmental Sensitivity'.
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Difficulties in Social-Emotional Reciprocity
Parent scale: EQAI Autism Spectrum Questionnaire (Parent Report)
This dimension reflects the individual's coordination characteristics in transmitting and receiving emotions and information in interpersonal interactions, manifesting as stable tendencies in initiating communication, responding to others, maintaining conversational flow, and emotional attunement.
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Difficulties in Social Cognition and Cue Understanding
Parent scale: EQAI Autism Spectrum Questionnaire (Parent Report)
This dimension reflects the individual's cognitive characteristics in recognizing and understanding social cues such as facial expressions, tone changes, and body language, manifesting as differences in the ability to perceive emotions and infer interpersonal intentions.
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Difficulties in Relationship Formation and Maintenance
Parent scale: EQAI Autism Spectrum Questionnaire (Parent Report)
This dimension reflects the individual's stable behavioral patterns in interpersonal interactions, manifesting as tendencies in establishing relationships, adapting to social situations, and coping with changes in interpersonal interactions.
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Resistance to Change and Need for Sameness
Parent scale: EQAI Autism Spectrum Questionnaire (Parent Report)
This dimension reflects the individual's tendency to maintain established order in the face of environmental changes, manifesting as characteristics in adapting to daily routines, arrangements, and changes in objects. Behaviorally, it appears as insistence on original patterns and a certain degree of resistance to adjustments.
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Restricted Interests and Intense Focus
Parent scale: EQAI Autism Spectrum Questionnaire (Parent Report)
This dimension reflects the individual's tendency to continuously invest in specific topics and have difficulty shifting attention under restricted interests, manifesting as characteristics in task switching and attention allocation.
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Stereotyped Behaviors and Self-Regulatory Movements
Parent scale: EQAI Autism Spectrum Questionnaire (Parent Report)
This dimension reflects the individual's tendency to exhibit repetitive, rhythmic body movements in daily life, and their role in regulating emotions and sensory experiences, manifesting specific behavioral regulation patterns.
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Sensory Hypersensitivity
Parent scale: EQAI Autism Spectrum Questionnaire (Parent Report)
This dimension reflects the individual's intensity of response to common sensory stimuli, manifesting as the degree of sensitivity and discomfort to ordinary stimuli in the environment across auditory, visual, tactile, and olfactory modalities.
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Sensory Hyposensitivity
Parent scale: EQAI Autism Spectrum Questionnaire (Parent Report)
This dimension reflects the individual's lower sensitivity to sensory stimuli, manifesting as delayed awareness of sensory inputs such as pain, temperature, sound, and environmental changes. This response tendency appears as reduced or delayed detection of external and internal stimuli.
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Active Sensory Seeking
Parent scale: EQAI Autism Spectrum Questionnaire (Parent Report)
This dimension measures the individual's tendency to actively seek sensory stimulation, reflecting their characteristics of regulating nervous system needs through repeated or enhanced sensory input. Such behaviors manifest as active pursuit of tactile, kinesthetic, and other sensory experiences.
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Comprehensive Ability
14 subscalesEmotional Understanding and Social Interaction (Optimism and Empathy)
Parent scale: EQAI Multidimensional Wisdom and Intelligence Questionnaire
Reflects an individual's characteristics in emotional awareness, understanding, and regulation, as well as their tendency to maintain good relationships in interpersonal interactions. It focuses on the ability to perceive others' emotions, empathetic responses, ways of handling conflicts, and performance in adaptive social behaviors.
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Self-Pleasure and Emotional Regulation (Optimism and Empathy)
Parent scale: EQAI Multidimensional Wisdom and Intelligence Questionnaire
Reflects an individual's ability to regulate emotions when facing stress or negative emotions, manifested as awareness, acceptance, and recovery level of their own emotions. High scorers typically handle setbacks well, maintain inner calm, and demonstrate strong psychological adaptability.
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Companionship and Empathy (Optimism and Empathy)
Parent scale: EQAI Multidimensional Wisdom and Intelligence Questionnaire
Reflects an individual's stable tendency to perceive others' emotions, provide emotional responses, and maintain empathetic connections in interpersonal interactions, reflecting their emotional awareness, expression of care, and characteristics of continuously providing understanding and support in relationships.
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Optimism and Positive Mindset (Optimism and Empathy)
Parent scale: EQAI Multidimensional Wisdom and Intelligence Questionnaire
Reflects an individual's tendency to maintain a positive mindset under stress or adversity, reflecting their optimistic expectations for the future, emotional regulation ability, and traits of finding meaning in difficulties and supporting others' psychological adaptation.
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Adversity Coping and Psychological Resilience (Optimism and Empathy)
Parent scale: EQAI Multidimensional Wisdom and Intelligence Questionnaire
Reflects an individual's psychological adjustment ability under stress, setbacks, or environmental changes, reflecting emotional stability, persistence in goals, and tendency to grow from adversity. High scorers typically possess good self-regulation abilities, actively face challenges, and continue to take action.
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Logical Thinking and Problem Solving (Organization and Decision-Making)
Parent scale: EQAI Multidimensional Wisdom and Intelligence Questionnaire
Reflects an individual's cognitive characteristics of using logical analysis, integrating clues, and extracting core patterns when facing complex information, reflecting their systematic thinking and tendency to build understanding from experience.
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Goal Orientation and Sustained Action (Organization and Decision-Making)
Parent scale: EQAI Multidimensional Wisdom and Intelligence Questionnaire
Reflects an individual's sustained action in pursuing goals, including clear goal setting, reasonable planning steps, self-regulation of progress, and ability to maintain direction in challenges, manifested as conscious persistence and stability in time management.
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Team Collaboration and Trust (Organization and Decision-Making)
Parent scale: EQAI Multidimensional Wisdom and Intelligence Questionnaire
Measures an individual's psychological traits in building mutual trust, promoting communication, and collaboration within a team, manifested as trust in members' abilities, rational attitude in conflicts, initiative in reconciling differences, and ability to coordinate personal and collective goals, reflecting their intrinsic tendency to promote teamwork.
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Execution and Organizational Ability (Organization and Decision-Making)
Parent scale: EQAI Multidimensional Wisdom and Intelligence Questionnaire
Reflects an individual's psychological characteristics in organizing plans, allocating resources, and adjusting actions during goal achievement, reflecting their ability to maintain efficiency and persistently advance tasks in complex situations.
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Judgment and Responsibility Awareness (Organization and Decision-Making)
Parent scale: EQAI Multidimensional Wisdom and Intelligence Questionnaire
Measures an individual's ability to focus on evidence and identify logical flaws in information processing, as well as their psychological traits of remaining objective, prudent, and accepting corresponding consequences in decision-making, reflecting the combination of rational thinking and responsibility awareness.
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Verbal Strategy and Expressive Art (Expression and Communication)
Parent scale: EQAI Multidimensional Wisdom and Intelligence Questionnaire
Reflects an individual's psychological characteristics in using language strategies to enhance expressive effectiveness in oral communication, manifesting in their tendencies toward rhetorical devices, adjustment of expression methods, and vividness of information presentation. High scorers are more inclined to use techniques such as metaphor, humor, or analogy to enhance the appeal and impact of communication.
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Written Expression and Thinking Ability (Expression and Communication)
Parent scale: EQAI Multidimensional Wisdom and Intelligence Questionnaire
Reflects an individual's psychological tendency to organize thoughts, construct logical structures, and convey information clearly in written expression, indicating their degree of attention to organization, argumentative rigor, and clarity of expression in the writing process.
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Literary Appreciation and Sensitivity (Aesthetics and Appreciation)
Parent scale: EQAI Multidimensional Wisdom and Intelligence Questionnaire
Measures an individual's awareness and interest in language expression, emotional connotations, symbolic meanings, and authorial intent when engaging with literary works, reflecting their tendency to derive aesthetic experience, emotional resonance, and intellectual inspiration through reading.
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Aesthetics and Visual Perception (Aesthetics and Appreciation)
Parent scale: EQAI Multidimensional Wisdom and Intelligence Questionnaire
Measures an individual's perceptual sensitivity to visual elements such as color, composition, and spatial relationships, as well as their tendency to understand and evaluate artistic forms and aesthetic features, reflecting their cognitive and emotional response patterns in aesthetic contexts.
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Emotion Management
9 subscalesImpulse Control
Parent scale: EQAI Emotion Regulation Difficulties Questionnaire
Integrated assessment of difficulties in goal-directed behavior and impulse control difficulties, reflecting the overall level of the composite construct 'Impulse Control'.
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Strategy Use
Parent scale: EQAI Emotion Regulation Difficulties Questionnaire
Integrated assessment of limited emotion regulation strategies and maladaptive emotion regulation strategies, reflecting the overall level of the composite construct 'Strategy Use'.
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Lack of Emotional Awareness/Perception
Parent scale: EQAI Emotion Regulation Difficulties Questionnaire
Reflects an individual's ability to identify and differentiate internal emotional experiences, indicating their tendency to be aware of emotional states and accompanying physiological changes. Individuals with low emotional awareness often have difficulty perceiving emotional fluctuations in a timely manner and may misinterpret emotional physical reactions as physical discomfort.
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Lack of Emotional Clarity
Parent scale: EQAI Emotion Regulation Difficulties Questionnaire
Reflects an individual's ability to identify and differentiate their own emotions, indicating a clear cognition and expression tendency of emotional experience. High scorers typically have difficulty clearly perceiving the specific components and sources of emotions, and their emotional understanding is relatively vague.
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Non-acceptance of Emotional Responses
Parent scale: EQAI Emotion Regulation Difficulties Questionnaire
Assesses children and adolescents' judgmental attitudes toward their own emotional responses, manifested as rejection and non-acceptance of negative emotions, often accompanied by viewing emotional experiences as weaknesses and generating secondary reactions such as self-blame and suppression.
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Difficulty in Goal-Directed Behavior
Parent scale: EQAI Emotion Regulation Difficulties Questionnaire
Reflects the degree of difficulty an individual has in maintaining focus, organizing thoughts, and completing tasks when emotions fluctuate, indicating the interference of emotions on cognitive control and goal-directed behavior, and revealing the vulnerability of executive functions in the emotion regulation process.
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Impulse Control Difficulties
Parent scale: EQAI Emotion Regulation Difficulties Questionnaire
Reflects an individual's difficulty in inhibiting inappropriate behaviors when emotions are intense, indicating weaker control ability in emotion regulation. It manifests as a lack of restraint in actions and difficulty in pausing impulsive reactions, which is an important behavioral characteristic of insufficient emotional regulation.
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Limited Emotion Regulation Strategies
Parent scale: EQAI Emotion Regulation Difficulties Questionnaire
Measures an individual's negative cognition of their own regulation ability during emotional fluctuations, manifested as feeling difficult to control or alleviate emotions, often accompanied by a sense of powerlessness and pessimistic expectations about emotion management.
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Maladaptive Emotion Regulation Strategies
Parent scale: EQAI Emotion Regulation Difficulties Questionnaire
Assesses the maladaptive regulation methods that children and adolescents tend to use in emotionally arousing situations, such as avoidance, suppression, rumination, and impulsive reactions. Although these strategies may bring short-term emotional relief, their continued use may affect emotional development and social adaptation.
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Emotional Health
12 subscalesReward and Motivation
Parent scale: EQAI Depression Questionnaire
Integrated assessment of anhedonia, lack of motivation, and behavioral withdrawal, reflecting the overall level of the composite construct 'Reward and Motivation'.
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Negative Cognition
Parent scale: EQAI Depression Questionnaire
Integrated assessment of negative self-evaluation, cognitive processing difficulties, and rumination, reflecting the overall level of the composite construct 'Negative Cognition'.
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Somatic Symptoms
Parent scale: EQAI Depression Questionnaire
Integrated assessment of sleep problems, appetite changes, fatigue, and decreased energy, reflecting the overall level of the composite construct 'Somatic Symptoms'.
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Anhedonia
Parent scale: EQAI Depression Questionnaire
This dimension reflects the individual's decreased ability to experience pleasure and reduced motivation to pursue goals, mainly manifested as diminished interest in daily activities, weakened positive emotional responses, and reduced anticipation of future rewards.
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Lack of Motivation
Parent scale: EQAI Depression Questionnaire
This dimension reflects the individual's tendency to have reduced motivation when initiating goal-directed behaviors, manifested as insufficient effort in tasks, often accompanied by decision-making delays, difficulty in initiating actions, and avoidance of low-reward activities, reflecting a disconnect between intention and actual behavior.
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Behavioral Withdrawal
Parent scale: EQAI Depression Questionnaire
This dimension reflects the individual's tendency to withdraw and avoid in interpersonal interactions, showing restraint, vigilance, and reduced willingness to participate in social situations, often manifested as weakened responses to social stimuli in familiar or unfamiliar environments.
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Negative Self-Evaluation
Parent scale: EQAI Depression Questionnaire
This dimension reflects the individual's persistent tendency to negate oneself, characterized by stable low self-evaluation, self-criticism, and the belief that one lacks value, reflecting a negative organizational pattern in inner self-cognition.
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Cognitive Processing Difficulties
Parent scale: EQAI Depression Questionnaire
This dimension reflects the individual's potential difficulties in cognitive regulation, mainly manifested as difficulty concentrating, slow information processing, and delayed decision-making, reflecting deficiencies in thinking flexibility and executive function.
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Rumination
Parent scale: EQAI Depression Questionnaire
This dimension assesses the individual's tendency for repetitive, passive thinking during emotional fluctuations, reflecting persistent rumination on negative emotions or events. This thinking pattern is characterized by uncontrollable circular thinking, focusing on past mistakes, negative evaluations, or potential threats, with a non-constructive repetitive focus.
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Sleep Problems
Parent scale: EQAI Depression Questionnaire
This dimension reflects the degree of difficulty the individual experiences in falling asleep, maintaining sleep, and the stability of sleep rhythm, reflecting the impact of sleep quality on daily functioning.
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Appetite Changes
Parent scale: EQAI Depression Questionnaire
This dimension assesses the tendency for appetite regulation imbalance during emotional fluctuations, manifested as the mutual influence between eating behavior and emotional state. Typical features include binge eating impulses, reduced satiety perception, and subsequent self-blame or compensatory thoughts after eating.
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Fatigue and Decreased Energy
Parent scale: EQAI Depression Questionnaire
This dimension reflects the tendency for energy depletion under sustained stress, mainly manifested as physical fatigue accumulation and reduced activity tolerance, often presenting as bodily exhaustion that is difficult to relieve through rest.
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Interpersonal Relationships
13 subscalesSocial Perception
Parent scale: EQAI Social Competence Questionnaire
Integrates assessment of emotion recognition, perspective taking, and norm sensitivity, reflecting the overall level of the composite construct 'social perception'.
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Social Self-Efficacy
Parent scale: EQAI Social Competence Questionnaire
Integrates assessment of initiation efficacy and response efficacy, reflecting the overall level of the composite construct 'social self-efficacy'.
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Social Performance
Parent scale: EQAI Social Competence Questionnaire
Integrates assessment of cooperative behavior and assertiveness, reflecting the overall level of the composite construct 'social performance'.
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Social Adjustment
Parent scale: EQAI Social Competence Questionnaire
Integrates assessment of peer acceptance, relationship satisfaction, and belongingness, reflecting the overall level of the composite construct 'social adjustment'.
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Emotion Recognition
Parent scale: EQAI Social Competence Questionnaire
Measures an individual's psychological characteristics of accurately recognizing others' emotional states through nonverbal cues such as facial expressions, tone changes, and body language in social situations, especially reflecting their ability to perceive and decode basic emotions. This dimension assesses an individual's sensitivity to others' emotional cues and their level of social perception.
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Perspective Taking
Parent scale: EQAI Social Competence Questionnaire
Measures an individual's cognitive tendency to understand others' mental states and coordinate different positions in social interactions, reflecting their ability to proactively consider issues from others' perspectives and grasp others' beliefs and intentions, emphasizing cognitive understanding rather than emotional resonance.
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Norm Sensitivity
Parent scale: EQAI Social Competence Questionnaire
Measures the degree to which an individual perceives, understands, and cognitively interprets explicit or implicit behavioral norm cues in social interactions, reflecting their social perception of 'appropriate behavior' in situations. This dimension focuses on sensitivity to group expectations and social appropriateness, rather than overt behavioral compliance or emotion recognition.
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Initiation Efficacy
Parent scale: EQAI Social Competence Questionnaire
Measures an individual's psychological readiness and self-efficacy beliefs in actively initiating interactions in social situations, reflecting their confidence in starting conversations, joining groups, or expressing opinions. It focuses on the anticipated ability before initiating social behavior, rather than the subsequent interaction process.
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Coping Efficacy
Parent scale: EQAI Social Competence Questionnaire
Measures an individual's confidence in effectively regulating emotions and maintaining constructive interactions when facing social pressure and emotional challenges, reflecting their subjective beliefs and psychological resource assessment in coping with potentially stressful situations.
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Cooperative Behavior
Parent scale: EQAI Social Competence Questionnaire
Measures an individual's behavioral tendency to actively collaborate, share resources, and coordinate division of labor in collective tasks, reflecting their willingness to cooperate and overt behavioral characteristics in promoting common goals in social interactions.
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Assertiveness
Parent scale: EQAI Social Competence Questionnaire
This scale measures an individual's psychological characteristics of confidently, directly, and respectfully expressing their needs, emotions, and opinions in interpersonal interactions, reflecting their behavioral tendencies in safeguarding self-interests and handling interpersonal boundaries. It covers the ability to express disagreement, refuse unreasonable requests, and communicate negative feelings.
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Peer Acceptance
Parent scale: EQAI Social Competence Questionnaire
Measures the degree to which an individual perceives being accepted, welcomed, and valued in peer groups, reflecting their subjective evaluation of their social status. This dimension assesses the stable tendency of experiencing social support, respect, and belonging in collective interactions.
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Sense of Belonging
Parent scale: EQAI Social Competence Questionnaire
This scale assesses the degree to which an individual perceives being accepted, valued, and establishing stable emotional connections with others in a university or organizational environment, reflecting their subjective belonging experience and social adaptation status in a specific social context.
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Learning Ability
20 subscalesIntrinsic Motivation and Task Value
Parent scale: EQAI Academic Ability Questionnaire
Integrates assessment of intrinsic goal orientation, task value, and interest, reflecting the overall level of the composite construct 'Intrinsic Motivation and Task Value'.
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Academic Self-Efficacy
Parent scale: EQAI Academic Ability Questionnaire
Integrates assessment of success expectancy and mastery efficacy, reflecting the overall level of the composite construct 'Academic Self-Efficacy'.
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Deep Learning Strategies
Parent scale: EQAI Academic Ability Questionnaire
Integrates assessment of organizational strategies and learning transfer, reflecting the overall level of the composite construct 'Deep Learning Strategies'.
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Depth of Cognitive Processing
Parent scale: EQAI Academic Ability Questionnaire
Integrates assessment of elaboration and integration, and critical thinking and evaluation, reflecting the overall level of the composite construct 'Depth of Cognitive Processing'.
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Metacognitive Monitoring
Parent scale: EQAI Academic Ability Questionnaire
Integrates assessment of task performance monitoring and cognitive process monitoring, reflecting the overall level of the composite construct 'Metacognitive Monitoring'.
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Resource Management Strategies
Parent scale: EQAI Academic Ability Questionnaire
Integrates assessment of time management, effort management, peer learning, and help-seeking strategies, reflecting the overall level of the composite construct 'Resource Management Strategies'.
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Intrinsic Goal Orientation
Parent scale: EQAI Academic Ability Questionnaire
Reflects whether individuals focus on knowledge acquisition and ability improvement in learning, demonstrating their intrinsic pursuit of cognitive activities. High scorers place greater emphasis on understanding and mastery, often engaging in learning tasks proactively driven by interest.
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Task Value and Interest
Parent scale: EQAI Academic Ability Questionnaire
Reflects students' cognitive evaluation of academic tasks in terms of practical application, personal growth, and intrinsic meaning, indicating their value orientation in connecting learning content with personal development, as well as their sense of meaningfulness and importance when engaging in academic efforts.
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Success Expectancy
Parent scale: EQAI Academic Ability Questionnaire
Reflects students' belief in their ability to complete academic tasks and their expected tendency toward learning outcomes. Higher scorers typically believe they can effectively cope with learning challenges and hold positive and stable expectations for future academic performance.
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Mastery Efficacy
Parent scale: EQAI Academic Ability Questionnaire
Reflects individuals' confidence in using self-regulated strategies to cope with challenges in academic contexts, indicating their psychological traits as active learners. It focuses on the tendency to maintain positive engagement and sustained learning behavior when facing difficulties.
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Organization Strategies
Parent scale: EQAI Academic Ability Questionnaire
Reflects individuals' cognitive characteristics of actively integrating and structuring information during learning, manifested as a tendency to optimize understanding through summarization, categorization, and establishing connections among knowledge, indicating organization and self-awareness in cognitive activities.
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Learning Transfer
Parent scale: EQAI Academic Ability Questionnaire
Reflects individuals' psychological tendency to actively apply existing knowledge and skills in new situations, indicating their ability to integrate experiences across tasks and domains in cognitive activities. High scorers demonstrate greater flexibility and strategic application of knowledge.
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Elaboration and Integration
Parent scale: EQAI Academic Ability Questionnaire
Reflects students' cognitive characteristics of actively integrating new and old knowledge during learning, indicating their tendency to establish knowledge connections and form structured cognition in the process of understanding, manifested as deep processing of information and thinking patterns applied across multiple contexts.
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Critical Thinking and Evaluation
Parent scale: EQAI Academic Ability Questionnaire
Reflects individuals' tendency to monitor and evaluate their own thinking processes during learning, indicating their cognitive characteristics in analysis, reasoning, comparing viewpoints, testing hypotheses, and judging evidence, measuring students' ability for systematic and open-minded thinking in complex situations.
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Task Performance Monitoring
Parent scale: EQAI Academic Ability Questionnaire
Reflects individuals' awareness and regulation of their own understanding level and task completion during learning, manifested as continuous monitoring and strategic adjustment of cognitive activities. The core lies in whether they can actively evaluate learning effectiveness, identify knowledge gaps, and optimize subsequent learning behaviors.
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Cognitive Process Monitoring
Parent scale: EQAI Academic Ability Questionnaire
Reflects individuals' awareness of their own thinking activities and strategy use during learning, indicating their continuous attention to understanding status, logical reasonableness, and method suitability, as well as timely adjustment, representing the level of self-monitoring in cognitive execution.
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Time Management
Parent scale: EQAI Academic Ability Questionnaire
Reflects an individual's planning of time and tasks in learning, demonstrating their behavioral characteristics in setting goals, arranging priorities, allocating energy, and regulating the environment to maintain focus. It is an important aspect of measuring self-management ability in the learning process.
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Effort Management
Parent scale: EQAI Academic Ability Questionnaire
Reflects students' volitional regulation characteristics of sustained investment and maintained attention when facing boring or difficult learning tasks, demonstrating their persistence and resistance to interference in academic challenges.
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Peer Learning
Parent scale: EQAI Academic Ability Questionnaire
Reflects students' tendency to actively participate in peer communication and promote understanding through discussion and mutual assistance in learning, demonstrating their process characteristics of using collaborative strategies to support learning in social interactions.
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Help-Seeking Strategies
Parent scale: EQAI Academic Ability Questionnaire
Reflects students' behavioral tendency to perceive difficulties in academic challenges and actively seek support from interpersonal or digital resources, demonstrating their self-regulatory characteristics of connecting external support to promote cognitive development in the learning process, as well as their adaptive patterns of using resources to optimize learning in social interactions.
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Learning and School Adjustment
7 subscalesAcademic Aversion
Parent scale: EQAI Academic Aversion Questionnaire
Integrates assessment of academic achievement emotional burden, loss of learning motivation, ineffective learning strategies and cognitive overload, campus interpersonal relationships and sense of belonging, family pressure and lack of support, self-identity and future anxiety, reflecting the overall level of the composite construct of 'academic aversion'.
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Academic Achievement Emotional Burden
Parent scale: EQAI Academic Aversion Questionnaire
This dimension reflects the persistent negative emotions generated by stress and imbalance of control in academic situations, manifested as anxiety, fatigue, helplessness, and learning burnout, often accompanied by emotional exhaustion, aversion, and self-doubt, affecting classroom engagement and psychological adaptation.
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Loss of Learning Motivation
Parent scale: EQAI Academic Aversion Questionnaire
This dimension reflects the gradual loss of motivation and psychological detachment in the learning process, manifested as a weakened sense of meaning in learning activities, decreased intrinsic drive, and reduced willingness to participate, reflecting withdrawal tendencies and emotional indifference when facing academic tasks.
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Ineffective Learning Strategies and Cognitive Overload
Parent scale: EQAI School Aversion Questionnaire
This dimension reflects difficulties integrating information, delayed task initiation, and trouble sustaining attention due to cognitive overload or ineffective strategy use during learning. It captures cognitive and executive challenges when facing intensive learning tasks.
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School Relationships and Sense of Belonging
Parent scale: EQAI School Aversion Questionnaire
This dimension reflects students’ sense of acceptance and belonging in the school environment, including emotional connection and psychological safety in teacher–student interactions, peer relationships, and classroom climate. Higher scores may indicate feeling less respected, understood, or included and a greater tendency toward alienation.
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Family Pressure and Lack of Support
Parent scale: EQAI School Aversion Questionnaire
This dimension reflects students’ perceived academic pressure, insufficient emotional support, and communication barriers at home. It captures a family interaction pattern that combines high expectations with limited emotional responsiveness and its influence on psychological adjustment.
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Self-Identity and Future Anxiety
Parent scale: EQAI School Aversion Questionnaire
This dimension assesses clarity in identity development and future direction, together with related anxiety. It reflects awareness of personal interests and abilities and the perceived connection between current learning and the future. Higher scores often indicate unclear goals, limited exploration, and concern about the future that may affect direction and engagement.
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Parenting
2 subscalesParent-Child Microsystem
Parent scale: EQAI Parenting Competence Questionnaire
This integrates assessment of autonomy pursuit and parenting control, emotional co-regulation, homework tutoring responsibility, and digital life and screen time balance, reflecting the overall level of the composite construct 'parent-child microsystem'.
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Home-School Mesosystem
Parent scale: EQAI Parenting Competence Questionnaire
This integrates assessment of administrative synchronization and digital boundaries, evaluation benchmarking and expectations, peer social comparison, and community resource competition, reflecting the overall level of the composite construct 'home-school mesosystem'.
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Parenting Education
30 subscalesSocial Exosystem
Parent scale: EQAI Parenting Competence Questionnaire
This subscale integrates assessments of career stability, work-family time balance, educational resource expenditure and financial stability, and community social and psychological support, reflecting the overall level of the composite construct 'Social Exosystem'.
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Epochal Macrosystem
Parent scale: EQAI Parenting Competence Questionnaire
This subscale integrates assessments of adaptation to the high school entrance examination tracking system, adaptation to the post-double-reduction era, maternal gender role expectations, and adaptation to adolescent development, reflecting the overall level of the composite construct 'Epochal Macrosystem'.
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Autonomy Pursuit and Parenting Control
Parent scale: EQAI Parenting Competence Questionnaire
This dimension reflects the extent to which parents support their children's autonomy and their tendency to control, manifesting in their interaction patterns regarding decision-making participation, respect for personal choices, and psychological boundaries, revealing the balance between autonomy support and control in the parent-child relationship.
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Emotional Co-regulation
Parent scale: EQAI Parenting Competence Questionnaire
This dimension reflects parents' tendency to manage their own emotions during parent-child interactions and to assist adolescents in regulating their emotions, indicating their psychological load and coping characteristics in the process of emotional regulation.
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Homework Tutoring Responsibility
Parent scale: EQAI Parenting Competence Questionnaire
This dimension reflects the degree of psychological stress parents experience while tutoring their children's academics and their subjective judgment of their own educational abilities, indicating their emotional reactions and self-perception when responding to their children's learning needs.
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Digital Life and Screen Time Balance
Parent scale: EQAI Parenting Competence Questionnaire
This dimension assesses parents' tendency to manage their own screen behavior in a digital environment, maintain the quality of parent-child communication, and implement reasonable supervision, reflecting their parenting adaptability and self-regulation when dealing with disruptions caused by adolescents' digital device use.
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Administrative Synchronization and Digital Boundaries
Parent scale: EQAI Parenting Competence Questionnaire
This dimension reflects parents' subjective feelings about the burden of administrative tasks when participating in digital home-school interactions, indicating their role pressure and boundary management in fulfilling home-school collaboration responsibilities. Higher scores typically indicate stronger adaptability and better ability to cope with the psychological load from communication frequency and task demands.
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Evaluation Benchmarking and Expectations
Parent scale: EQAI Parenting Competence Questionnaire
This dimension reflects parents' cognitive coordination in evaluating their child's development during family-school interactions and their psychological tendency to respond to feedback information, indicating their persistence and adjustment of parenting stance in forming educational consensus.
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Peer Social Comparison
Parent scale: EQAI Parenting Competence Questionnaire
This dimension reflects parents' tendency to subjectively evaluate their own parenting abilities when exposed to other people's parenting information, indicating their psychological reactions of maintaining confidence or experiencing self-doubt in social comparison.
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Community Resource Competition
Parent scale: EQAI Parenting Competence Questionnaire
This dimension reflects parents' subjective perception of their ability to obtain and utilize scarce educational information in digital parenting communities, indicating their social comparison tendencies and integration anxiety in information competition contexts. High scorers show a strong sense of control over information channels, while low scorers are more likely to experience feelings of exclusion and resulting tension.
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Career Stability
Parent scale: EQAI Parenting Competence Questionnaire
This dimension assesses the degree of parental concern about resource loss under career uncertainty, as well as their emotional reactions and psychological adaptation in the parenting role, reflecting the mechanism of work stress on family parenting mentality.
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Work-Family Time Balance
Parent scale: EQAI Parenting Competence Questionnaire
This dimension assesses the individual's time allocation characteristics between work and parenting roles, reflecting the psychological tension arising from overlapping work time pressure and role demands, and embodying the intertwined experience of urgency and sense of control in fulfilling parenting responsibilities.
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Educational Resource Expenditure and Financial Stability
Parent scale: EQAI Parenting Competence Questionnaire
This dimension reflects the economic pressure experienced by parents in bearing expenses related to children's extracurricular education, and its impact on their feelings about the parenting role and psychological state, reflecting their parenting stress reactions and emotional depletion under financial burden.
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Community Social and Psychological Support
Parent scale: EQAI Parenting Competence Questionnaire
This dimension reflects the tendency of parents to experience psychological burden due to insufficient social support when facing external pressures during parenting, reflecting their dependence on interpersonal and community resources, and the buffering role of these resources in coping with environmental challenges.
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Adaptation to the High School Entrance Examination Tracking
Parent scale: EQAI Parenting Competence Questionnaire
This dimension assesses parents' anxiety tendencies regarding children's educational path choices and future development in the context of the high school entrance examination tracking, reflecting their psychological response characteristics when facing academic competition and social evaluation, as well as their internal attitudes towards vocational education choices.
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Adaptation to the Post-Double Reduction Era
Parent scale: EQAI Parenting Competence Questionnaire
This dimension measures parents' psychological adaptation state in the context of shifting educational responsibilities, focusing on their self-efficacy and stress reactions regarding children's learning planning, educational resource selection, and family-child cooperation in education.
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Maternal Gender Role Expectations
Parent scale: EQAI Parenting Competence Questionnaire
This dimension reflects parents' psychological adaptation characteristics under gender role expectations, focusing on self-cognition and emotional regulation in the parenting role under cultural normative pressure, and reflecting the association pattern between children's behavior and mothers' self-perception.
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Adolescent Development Adaptation
Parent scale: EQAI Parenting Competence Questionnaire
This dimension reflects parents' parenting response patterns when facing adolescents' need for independence, focusing on their behavioral tendencies between control and support, as well as their acceptance of children's autonomous decisions and psychological adaptation to changes in parent-child power.
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Authoritative Parenting Style
Parent scale: EQAI Parenting Style Questionnaire
Integrates assessment of emotional support, reasoning and guidance, and structured autonomy support, reflecting the overall level of the composite construct 'Authoritative Parenting Style'.
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Authoritarian Parenting Style
Parent scale: EQAI Parenting Style Questionnaire
Integrates assessment of hierarchical authority beliefs, psychological control and boundary intrusion, and punitive discipline, reflecting the overall level of the composite construct 'Authoritarian Parenting Style'.
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Permissive Parenting Pattern
Parent scale: EQAI Parenting Style Questionnaire
Integratively assesses anti-restriction beliefs, low structure and guidance, and lack of parenting confidence, reflecting the overall level of the composite construct of 'permissive parenting pattern'.
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Emotional Support
Parent scale: EQAI Parenting Style Questionnaire
This dimension reflects the parent's tendency to identify, accept, and respond to children's emotions in parent-child interactions, reflecting their characteristics of emotional support. It focuses on assessing the parent's response style when facing children's emotional expressions, including empathic understanding, emotional soothing, and appropriate guidance.
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Reasoning and Guidance
Parent scale: EQAI Parenting Style Questionnaire
This dimension reflects whether parents, when guiding children's behavior, focus on explaining the reasons for rules, discussing behavioral consequences, and promoting perspective-taking to help children understand the internal logic of norms, reflecting their characteristics of supporting children's cognitive understanding and self-regulation development in parenting.
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Structured Autonomy Support
Parent scale: EQAI Parenting Style Questionnaire
This dimension reflects the parent's tendency to balance rule enforcement and child autonomy support in parent-child interactions, reflecting their ability to set behavioral boundaries while providing choices, respecting children's opinions, and offering appropriate guidance according to the child's developmental level.
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Hierarchical Authority Beliefs
Parent scale: EQAI Parenting Style Questionnaire
This dimension reflects the parent's basic cognition of the power relationship between parents and children, indicating their tendency to value authority dominance or equal negotiation in family interactions, as well as their expectations for children's obedience and rule acceptance.
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Psychological Control and Boundary Intrusion
Parent scale: EQAI Parenting Style Questionnaire
This dimension assesses whether parents frequently use emotional manipulation, relational coercion, or psychological intrusion in parenting, reflecting their tendency in promoting children's emotional autonomy and psychological boundary establishment, with a focus on interaction patterns that undermine children's independence against a backdrop of emotional connection.
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Punitive Discipline
Parent scale: EQAI Parenting Style Questionnaire
This dimension reflects the parent's tendency to use punishment, threats, and other coercive discipline methods in raising children, indicating whether they regard applying pressure as the main means of correcting behavior. It focuses on attitudes toward punishment rather than the frequency or intensity of specific disciplinary behaviors.
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Anti-Restriction Beliefs
Parent scale: EQAI Parenting Style Questionnaire
This dimension reflects the parent's cognitive orientation toward the necessity of setting limits in discipline, indicating whether they worry that rule constraints may hinder children's intrinsic growth motivation. It focuses on beliefs about the relationship between autonomy development and external norms, rather than the degree of control in specific parenting practices.
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Low Structure and Guidance
Parent scale: EQAI Parenting Style Questionnaire
This dimension reflects the stability with which parents establish behavioral norms, daily routines, and expectations for children in parenting, indicating the consistency and structure in guiding children's behavior. High scores suggest less provision of a consistent and clear behavioral framework.
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Lack of Parenting Confidence
Parent scale: EQAI Parenting Style Questionnaire
This dimension reflects the parent's confidence in their own educational choices and guidance abilities in parenting, indicating their inner certainty when facing parenting challenges. When this confidence is weak, individuals may show hesitation in decision-making, loosening of demands, or avoidance of discipline situations, reflecting self-doubt in the parenting role.
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Personality Traits
18 subscalesExtraversion-Introversion
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This integrates assessment of Warmth, Liveliness, Social Boldness, Privateness, and Self-Reliance, reflecting the overall level of the composite construct 'Extraversion-Introversion.'
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Anxiety
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
Integrates assessment of Emotional Instability, Vigilance, Apprehension, and Tension, reflecting the overall level of the composite construct 'Anxiety'.
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Warmth
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This dimension measures an individual's psychological tendency to show warmth and care for others in interpersonal interactions, reflecting their sensitivity to others' emotions and behavioral characteristics of actively maintaining relationships. High scorers tend to exhibit empathy, support, and behaviors that promote social harmony.
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Liveliness
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This dimension reflects the degree of activity and emotional expressiveness an individual shows in social interactions, indicating their tendency to participate in social activities and their enthusiastic characteristics in interpersonal situations.
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Social Boldness
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This dimension reflects an individual's extraverted tendency and emotional stability in social situations, indicating their level of confidence in interpersonal interactions and their ability to withstand negative evaluation. High scorers typically appear proactive and at ease, while low scorers tend to be quiet and cautious.
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Privateness
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This dimension reflects the degree to which an individual withholds their own emotions and thoughts in interpersonal interactions, indicating their tendency toward introversion in self-expression. High scorers typically disclose less about their inner world, showing strong privacy and cautiousness.
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Self-Reliance
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This dimension reflects an individual's preference for independent activities versus group participation in social situations, indicating their tendency to maintain autonomy or integrate into groups in interpersonal interactions.
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Emotional Instability
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This dimension measures an individual's stability in emotional regulation, reflecting their sensitivity and reaction intensity to negative emotional experiences. High scorers tend to be easily affected by emotions, experience frequent mood swings, and have negative self-perceptions.
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Vigilance
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This dimension reflects an individual's level of alertness and suspicion toward others' motives in interpersonal interactions, indicating their basic attitude toward trust. High scorers typically hold reservations about others' intentions, tending to believe others are insincere or have ulterior motives.
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Apprehension
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This dimension reflects an individual's tendency in emotional regulation and self-perception, indicating the degree of worry about potential threats or failures, and a sense of uncertainty about one's own abilities. High scorers often exhibit strong self-doubt and persistent worry about negative outcomes.
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Tension
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This dimension reflects an individual's sensitivity in emotional reactions and internal tension level, indicating whether they are prone to irritability, dissatisfaction, and how they cope with disagreement or frustration in interpersonal interactions.
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Reasoning
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
Assesses abstract reasoning, problem-solving, and rapid learning ability, reflecting the individual's tendency to understand relationships, apply logic, and grasp new knowledge.
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Sensitivity
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This dimension reflects the individual's sensitivity to art, nature, and aesthetic experiences, indicating individual differences in emotional experience, aesthetic interests, and awareness of subtle emotional cues.
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Imaginativeness
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This dimension reflects the individual's preference for inner imagination and abstract ideas in thinking activities, indicating a tendency toward introspection, fantasy, and deviation from conventional cognitive styles.
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Concreteness
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This dimension measures the individual's tendency toward concrete and practical cognitive styles, reflecting a preference for familiar things and avoidance of abstract or complex concepts. High scorers show less engagement in theoretical discussions and deep meaning exploration.
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Dominance
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This dimension reflects the individual's tendency to exhibit assertive or dominant behavior in interpersonal situations, indicating the degree to which they influence others and lead processes in interactions. High scorers tend to take control, while low scorers tend to be more passive and cooperative.
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Rule-Consciousness
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This dimension reflects the individual's identification with social norms, laws, and authority, as well as the sense of responsibility and tendency to follow rules in behavior. High scorers typically show strong self-discipline and responsibility, while low scorers may be more inclined to question or deviate from established rules.
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Perfectionism
Parent scale: EQAI Cattell 16 Personality Factors Questionnaire
This dimension reflects the degree to which the individual pursues perfection in behavior and thinking, manifested as high standards, organization, and self-control. High scorers typically show strong planning ability and sustained effort to achieve self-set ideal goals.
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Physical and Mental Health
5 subscalesSomatic Symptoms
Parent scale: EQAI Somatic Symptom Questionnaire
Integrated assessment of sensitivity to and focus on bodily sensations, health-threatening cognitions and anxiety, avoidance and reduced activity, and safety-seeking behaviors, reflecting the overall level of the composite construct of 'somatic symptoms'.
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Sensitivity to and Focus on Bodily Sensations
Parent scale: EQAI Somatic Symptom Questionnaire
Measures an individual's ability to perceive internal bodily signals and their tendency to allocate attention to these signals, reflecting psychological characteristics in sensitivity to sensory input and continuous bodily monitoring, and demonstrating the interaction between bottom-up perception and top-down cognitive regulation.
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Health Threat Cognition and Anxiety
Parent scale: EQAI Somatic Symptom Questionnaire
This dimension measures the individual's tendency to catastrophically appraise health threats and generate corresponding anxiety responses when facing somatic sensations, reflecting their specific interpretive pattern of bodily signals and emotional regulation characteristics. It focuses on the dynamic association between cognitive bias and anxiety responses, representing a unique dimension of health-related psychological processes.
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Avoidance and Reduced Activity
Parent scale: EQAI Somatic Symptom Questionnaire
This dimension measures the individual's behavioral tendency to actively avoid daily activities, academic/work tasks, and social interactions due to fear of somatic sensations, reflecting the degree to which they reduce functional participation when experiencing minor physical discomfort. It focuses on avoidance behaviors related to somatic concerns and their impact on life functioning.
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Safety Checking Behaviors
Parent scale: EQAI Somatic Symptom Questionnaire
This dimension measures the individual's tendency to alleviate health anxiety through repeated checking, seeking reassurance, or information searching when facing physical discomfort, reflecting their hypervigilance to somatic signals and reliance on safety behaviors to regulate emotions. Although such behaviors reduce anxiety in the short term, they may long-term reinforce attention to physical symptoms and hinder natural adaptation processes.
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Stress Management
22 subscalesGroup Belonging
Parent scale: EQAI Social Stress Questionnaire
Integratively assesses peer exclusion stress and circle integration stress, reflecting the overall level of the composite construct 'group belonging'.
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Bullying
Parent scale: EQAI Social Stress Questionnaire
Integratively assesses bullying victimization stress, bullying witnessing stress, and bullying participation stress, reflecting the overall level of the composite construct 'bullying'.
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Authority Relations
Parent scale: EQAI Social Stress Questionnaire
Integrates assessment of teacher-student interaction stress and teacher expectation stress, reflecting the overall level of the composite construct 'Authority Relations'.
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Evaluation Fear
Parent scale: EQAI Social Stress Questionnaire
Integrates assessment of public performance stress and daily behavior monitoring stress, reflecting the overall level of the composite construct 'Evaluation Fear'.
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Virtual Image Management Stress
Parent scale: EQAI Social Stress Questionnaire
Integrates assessment of online image presentation stress and online social response stress, reflecting the overall level of the composite construct 'Virtual Image Management Stress'.
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Body Image Stress
Parent scale: EQAI Social Stress Questionnaire
Integrates assessment of body image anxiety and grooming stress, reflecting the overall level of the composite construct 'Body Image Stress'.
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Peer Exclusion Stress
Parent scale: EQAI Social Stress Questionnaire
This dimension reflects students' psychological discomfort in real-life social settings due to threats to their sense of belonging, manifested as sensitivity to being ignored or excluded, and a persistent feeling of alienation and marginalization in groups.
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Social Comparison and Competition Stress
Parent scale: EQAI Social Stress Questionnaire
This dimension reflects students' tendency to experience psychological stress when comparing themselves with others, due to perceiving their own relative inadequacies, involving self-evaluation in academics, talents, appearance, etc. This stress often manifests as anxiety, inferiority, or jealousy, especially in situations of unstable self-perception.
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Bullying Victimization Stress
Parent scale: EQAI Social Stress Questionnaire
This dimension reflects students' tendency to experience, participate in, or witness repeated hostile behaviors in school and online environments, indicating their perception of power imbalance in interpersonal relationships and its impact on school adjustment.
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Bullying Witness Stress
Parent scale: EQAI Social Stress Questionnaire
This dimension reflects students' reactions when witnessing bullying at school, indicating their tendency to avoid or intervene as bystanders. It captures the degree to which individuals choose to remain silent due to concerns about their own situation, as well as their emotional and behavioral responses to bullying incidents.
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Bullying Participation Stress
Parent scale: EQAI Social Stress Questionnaire
This dimension reflects the degree to which students tend to conform to group bullying behaviors in school peer environments due to fear of exclusion, and their psychological reactions when participating in or echoing such behaviors.
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Teacher-Student Interaction Stress
Parent scale: EQAI Social Stress Questionnaire
This dimension reflects the tension, alienation, and emotional discomfort students experience in teacher-student interactions, indicating their negative emotional reactions and psychological distance to teacher behavior or classroom requirements.
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Teacher Expectation Stress
Parent scale: EQAI Social Stress Questionnaire
This dimension reflects the psychological tension students experience when facing different expectations from teachers and peers, indicating the degree of stress they feel when coordinating among multiple social roles, revealing their adaptive response characteristics in group interactions.
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Public Performance Stress
Parent scale: EQAI Social Stress Questionnaire
This dimension reflects the psychological discomfort and tension students experience in situations where they may be evaluated by others due to concerns about negative perceptions, manifesting as persistent worry and avoidance tendencies in public performance contexts, commonly seen in scenarios such as speaking in class or presenting in front of others.
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Daily Behavior Monitoring Stress
Parent scale: EQAI Social Stress Questionnaire
This dimension reflects the degree of attention students pay to their own behavior in daily social situations and their sensitivity to potential negative evaluations from others, indicating their self-awareness and behavioral regulation tendencies in interpersonal interactions.
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Online Image Presentation Stress
Parent scale: EQAI Social Stress Questionnaire
This dimension measures the psychological fluctuations students experience when presenting themselves on social media due to concerns about others' reactions, reflecting their attention to interactive feedback and anxiety in image management.
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Online Social Response Stress
Parent scale: EQAI Social Stress Questionnaire
This dimension reflects students' anxiety tendencies in online social interactions due to uncertainty about response pace and expression style, focusing on persistent worries about chat timing, how to end conversations, and others' feedback, indicating their psychological adaptation characteristics in digital interaction contexts.
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Body Image Anxiety
Parent scale: EQAI Social Stress Questionnaire
This dimension reflects students' social anxiety tendencies due to differences between their physical characteristics and ideal or group standards, indicating negative cognitions about height, weight, appearance changes, and accompanying avoidance behaviors, focusing on emotional reactions and social withdrawal features when facing body image pressure.
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Appearance Pressure
Parent scale: EQAI Social Stress Questionnaire
This dimension reflects students' feelings of inferiority and social anxiety due to differences in appearance, clothing, or material conditions from others, indicating their concerns about self-image in peer environments and sensitivity to social evaluation.
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Depression
Parent scale: EQAI Depression-Anxiety-Stress Scale
This dimension reflects negative tendencies in emotional experience, motivation level, and self-cognition, mainly measuring core features such as persistent low mood, loss of interest, anhedonia, self-devaluation, and hopelessness about the future.
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Anxiety
Parent scale: EQAI Depression-Anxiety-Stress Scale
This dimension reflects physiological and subjective anxiety features in emotional arousal states, mainly measuring tendencies related to autonomic nervous system excitation, muscle tension, situational nervousness, and anxious emotional experience.
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Stress
Parent scale: EQAI Depression-Anxiety-Stress Scale
This dimension assesses emotional regulation ability and neural activation level under stressful situations, manifested as difficulty relaxing, easy tension, irritability, and low tolerance for interference or delay.
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Work Ability
11 subscalesFinancial Intelligence
Parent scale: FININT EI LQ
Integratively assesses financial knowledge, financial planning, investment success rate, spending habits, risk assessment and assumption, reflecting the overall level of the composite construct 'financial intelligence'.
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Political Intelligence
Parent scale: FININT EI LQ
Integratively assesses social acuity and insight, interpersonal influence and persuasion, social networking and relationship management, strategic thinking and behavioral flexibility, integrity and reputation management, environmental scanning and resource utilization, reflecting the overall level of the composite construct 'political intelligence'.
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Environmental Intelligence
Parent scale: FININT EI LQ
Integratively assesses ecosystem knowledge, environmental affect, environmental action, and environmental thinking, reflecting the overall level of the composite construct 'environmental intelligence'.
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Financial Knowledge
Parent scale: FININT EI LQ
Measures an individual's level of understanding of basic financial concepts, including interest, inflation, the difference between saving and investing, the cost of credit, as well as the ability to comprehend economic information and engage in financial planning.
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Financial Planning
Parent scale: FININT EI LQ
Reflects the degree of planning and systematicity an individual exhibits in financial management, mainly including a clear grasp of income and expenditure, reasonable allocation of resources, and the tendency to adjust budgets based on actual circumstances, indicating the ability to maintain financial stability and coordinate current consumption with future goals.
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Investment Success Rate
Parent scale: FININT EI LQ
Reflects an individual's psychological tendency to pursue asset growth in investment activities, demonstrating behavioral characteristics of achieving returns through strategic decisions, adapting to market changes, and continuously accumulating wealth.
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Consumption Habits
Parent scale: FININT EI LQ
Reflects an individual's tendency to weigh needs against expenditures during consumption, manifested as prudent judgment in purchasing behavior, the ability to restrain impulsive buying, and an internal regulatory mechanism for maintaining stable financial planning.
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Risk Assessment and Taking
Parent scale: FININT EI LQ
Reflects an individual's psychological tendency to systematically assess risk and weigh returns against losses in investment decisions, demonstrating the characteristic of choosing appropriate investment strategies based on one's own financial situation and tolerance. It measures the tendency to maintain rational judgment and dynamically adjust behavior to balance risk and return in the face of uncertainty.
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Social Acuity and Insight
Parent scale: FININT EI LQ
Measures an individual's tendency to perceive and understand implicit interpersonal information in workplace contexts, reflecting sensitivity to and interpretation of nonverbal cues, organizational power structures, and interpersonal dynamics.
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Interpersonal Influence and Persuasion
Parent scale: FININT EI LQ
Reflects an individual's tendency to use a combination of rational and emotional strategies to guide others' attitudes and behaviors in interpersonal interactions, demonstrating expressive characteristics that facilitate consensus and gain acceptance in diverse social situations.
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Social Networking and Relationship Management
Parent scale: FININT EI LQ
Reflects an individual's tendency to proactively establish and maintain diverse interpersonal relationships in social environments, demonstrating stable psychological characteristics in expanding social networks, connecting different groups, and serving as an interpersonal bridge.
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Work Competence
7 subscalesStrategic Thinking and Behavioral Flexibility
Parent scale: FININT EI LQ
Reflects an individual's tendency to adjust behavior and communication styles according to the situation in complex interpersonal environments, demonstrating the ability to maintain good relationships while adhering to one's own stance, characterized by sensitivity to social cues and dynamic regulation of behavioral strategies.
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Integrity and Reputation Management
Parent scale: FININT EI LQ
Reflects an individual's psychological trait of maintaining a credible image in workplace interpersonal interactions, manifested as consistency between words and actions, keeping promises, taking responsibility proactively, and transparency of motives, shown in long-term stable behavioral patterns.
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Environmental Scanning and Resource Utilization
Parent scale: FININT EI LQ
Reflects an individual's tendency to identify opportunities, risks, and resource constraints within an organization, and to integrate multiple resources to drive goal achievement, demonstrating stable behavioral characteristics of forward-looking judgment, resource allocation, and collaborative action in complex situations.
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Ecosystem Knowledge
Parent scale: FININT EI LQ
Reflects an individual's tendency to understand the functioning of ecosystems and the interaction between human activities and the environment, manifested as cognitive characteristics regarding ecological roles, causes of pollution, resource limitations, and the interconnections of environmental changes, measuring systematic ecological knowledge level.
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Environmental Affect
Parent scale: FININT EI LQ
Reflects an individual's emotional connection and psychological attachment to the natural environment, measuring the tendency to experience positive emotions in nature, pay attention to ecological changes, and care for wild flora and fauna, indicating sustained interest in ecosystem health and environmental responsibility.
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Pro-Environmental Action
Parent scale: FININT EI LQ
Reflects an individual's stable tendency to translate environmental responsibility awareness into practical actions, manifested in daily behavioral characteristics such as resource conservation, environmental practices, social participation, and continuous learning.
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Environmental Thinking
Parent scale: FININT EI LQ
Reflects an individual's psychological trait of comprehensively applying systematic and scientific thinking for multi-angle analysis and rational judgment when facing environmental issues, manifested as weighing ecological, economic, and social factors, evaluating the feasibility of solutions based on reliable information, and prioritizing efficient and environmentally friendly actions.
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