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Purpose <p>This study aimed to translate, cross-culturally adapt, and preliminarily examine the psychometric properties of the Chinese version of the Digital Intervention Barriers Scale-7 (DIBS-7) among college students.</p> Methods <p>Based on Brislin’s model, the DIBS-7 was translated through forward translation and back translation, and its cross-cultural adaptation was completed through expert consultation and a pilot test. Psychometric testing was conducted on a sample of 449 Chinese college students. The reliability of the Chinese version of the DIBS-7 was evaluated in terms of internal consistency, split-half reliability, and test–retest reliability, while its validity was assessed in terms of content validity and structural validity.</p> Results <p>One common factor with a cumulative variance contribution rate of 58.433% was identified by exploratory factor analysis (EFA). According to confirmatory factor analysis (CFA), the single-factor model suited the data well. The split-half reliability coefficient was 0.909, the test-retest reliability coefficient was 0.825, and the internal consistency reliability as determined by Cronbach’s α was 0.900.</p> Conclusion <p>The Chinese version of the DIBS-7 showed acceptable preliminary psychometric properties among Chinese college students and may be used to assess perceived barriers to DMHI use. Further studies are needed to examine whether it can predict actual intervention engagement, adherence, satisfaction, sustained use, or dropout.</p>

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Translation, cross-cultural adaptation, and preliminary psychometric investigation of the Chinese version of the digital intervention barriers scale–7 (DIBS-7) among college students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月7日

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  • Jiaying Fu,
  • Dafei Yan,
  • Yufei Qiu,
  • Qianqian Luo,
  • Rao Liu,
  • Jiali Liu,
  • Yake Yue,
  • Juan Gu,
  • Mengjie Tong,
  • Jie Han,
  • Fen Yang

摘要

Purpose

This study aimed to translate, cross-culturally adapt, and preliminarily examine the psychometric properties of the Chinese version of the Digital Intervention Barriers Scale-7 (DIBS-7) among college students.

Methods

Based on Brislin’s model, the DIBS-7 was translated through forward translation and back translation, and its cross-cultural adaptation was completed through expert consultation and a pilot test. Psychometric testing was conducted on a sample of 449 Chinese college students. The reliability of the Chinese version of the DIBS-7 was evaluated in terms of internal consistency, split-half reliability, and test–retest reliability, while its validity was assessed in terms of content validity and structural validity.

Results

One common factor with a cumulative variance contribution rate of 58.433% was identified by exploratory factor analysis (EFA). According to confirmatory factor analysis (CFA), the single-factor model suited the data well. The split-half reliability coefficient was 0.909, the test-retest reliability coefficient was 0.825, and the internal consistency reliability as determined by Cronbach’s α was 0.900.

Conclusion

The Chinese version of the DIBS-7 showed acceptable preliminary psychometric properties among Chinese college students and may be used to assess perceived barriers to DMHI use. Further studies are needed to examine whether it can predict actual intervention engagement, adherence, satisfaction, sustained use, or dropout.