Exploring the impact of linguistic proficiency and individual difference factors on interpreting performance among Chinese student interpreters

This study investigates the interplay between linguistic proficiency and individual difference factors—specifically, interpreting motivation, personality hardiness, self-efficacy, goal orientation, and interpreting anxiety—in shaping interpreting performance among Chinese student interpreters. Linguistic proficiency was assessed using the Interpreting Comprehensive Aptitude Test from the China Accreditation Test for Translators and Interpreters (CATTI), chosen for its relevance and established validity. Individual difference factors were measured using validated scales tailored for Chinese interpreter trainees to ensure reliability. Interpreting performance was evaluated through the CATTI Interpreting Practice Test, providing a standardized measure of practical skills. A cohort of 64 Chinese undergraduate interpreting students participated, a sample size consistent with similar studies, though it may limit broad generalizability. Pearson correlation analyses revealed significant correlations between interpreting performance and both linguistic proficiency (r = 0.711) and individual difference factors, except for goal orientation, with interpreting motivation (r = 0.696) and anxiety (r = −0.708) showing strong associations. Multiple regression analyses identified linguistic proficiency, interpreting motivation, and interpreting anxiety as significant predictors of performance. Hierarchical regression analyses indicated that linguistic proficiency moderated the anxiety-performance relationship, with higher proficiency mitigating anxiety’s negative impact. These findings underscore the complex interaction between linguistic skills and individual difference factors in interpreting, suggesting that interpreter training programs should integrate targeted language enhancement with strategies for boosting motivation and managing anxiety, such as diverse interpreting scenarios and stress management techniques. This study emphasizes the need for a holistic approach in interpreter education that addresses both linguistic and individual difference aspects of performance, providing insights for educators and program developers.