In the context of global fighting against the unexpected COVID-19 pandemic, how to promote the public implementation of preventive behavior is the top priority of pandemic prevention and control. This study aimed at probing how the media would affect the public’s preventive behavior and excessive preventive intention accordingly. Data were collected from 653 respondents in the Chinese mainland through online questionnaires and further analyzed by using partial least squares structural equation modeling (PLS-SEM). Taking risk perception, negative emotions, and subjective norms as mediators, this study explored the impact of mass media exposure and social networking services involvement on preventive behavior and excessive preventive intention. Based on differences in the severity of the pandemic, the samples were divided into the Wuhan group and other regions group for multi-group comparison. The results showed that mass media exposure had a significant positive impact on subjective norms; moreover, mass media exposure could significantly enhance preventive behavior through subjective norms, and social networking services involvement had a significant positive impact on negative emotions; meanwhile, social networking services involvement promoted excessive preventive intention through negative emotions.

A considerable amount of research on foreign language (FL) listening anxiety has emerged since 1986, yet a lack of sufficient attention on the conceptual definitions of FL listening anxiety and inappropriate employment of instruments to measure FL listening anxiety cause confusion in the research to a certain extent. This study presents a systematic review of 35 years of FL listening anxiety research. After initially searching 2,172 studies in 7 databases, 76 studies were identified for in-depth analysis. The results verified that the definitions of FL listening anxiety can be categorized into psychological, social, and situation-specific approaches, but the measure of FL listening anxiety was not only examined under these three approaches, but also additionally examined by sources of anxiety, learner characteristics, FL listening ability, and physiological factors. The results also showed that the definition of FL listening anxiety was not clear-cut nor that the measure was accurate, and to a great extent, the measure and the definition were inconsistent. This inconsistency can attribute to conceptual fuzziness in theoretical defining and casual utilization of scales without justification or explanation. We argue that future research needs to provide a tighter link between a more precise definition based on different situations and a valid measure of FL listening anxiety.

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