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Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)
Lichtenfeld, Stephanie Pekrun, Reinhard Stupnisky, Robert H. Reiss, Kristina Murayama, Kou
Lichtenfeld, Stephanie
Pekrun, Reinhard
Stupnisky, Robert H.
Reiss, Kristina
Murayama, Kou
Abstract
This article reports about the development and validation of a measurement instrument assessing elementary school students' achievement emotions (Achievement Emotions Questionnaire-Elementary School, AEQ-ES). Specifically, the instrument assesses students' enjoyment, anxiety, and boredom pertaining to three types of academic settings (i.e., attending class, doing homework, and taking tests and exams). Scale construction was based on Pekrun's (2006) control-value theory of achievement emotions. The instrument was tested using samples from German and American elementary school classrooms. The results of Study 1 (German sample) corroborate the reliability and structural validity of the new emotion measure. Moreover, they show that students' achievement emotions were linked with their control and value appraisals as well as their academic performance, thus supporting the external validity of the measure as well as propositions of Pekrun's (2006) control-value theory of achievement emotions. Study 2 (American sample) corroborated the cross-cultural equivalence of the measure and the generalizability of findings across the German and American samples. Implications for research on achievement emotions and educational practice are discussed.
Keywords
achievement emotion, enjoyment, boredom, test anxiety, control-value theory, learning, academic achievement, elementary school
Date
2012
Type
Journal article
Journal
Learning and Individual Differences
Book
Volume
22
Issue
2
Page Range
190-201
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled