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Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ)
Pekrun, Reinhard Goetz, Thomas Frenzel, Anne C. Barchfeld, Petra Perry, Raymond P.
Pekrun, Reinhard
Goetz, Thomas
Frenzel, Anne C.
Barchfeld, Petra
Perry, Raymond P.
Abstract
Aside from test anxiety scales, measurement instruments assessing students’ achievement emotions are largely lacking. This article reports on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emotions experienced by students in academic settings. The instrument contains 24 scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during class, while studying, and when taking tests and exams. Scale construction used a rational–empirical strategy based on Pekrun’s (2006) control-value theory of achievement emotions and prior exploratory research. The instrument was tested in a study using a sample of university students (N = 389). Findings indicate that the scales are reliable, internally valid as demonstrated by confirmatory factor analysis, and externally valid in terms of relationships with students’ control-value appraisals, learning, and academic performance. The results provide further support for the control-value theory and help to elucidate the structure and role of emotions in educational settings. Directions for future research and implications for educational practice are discussed.
Keywords
achievement emotion, pride, anger, boredom, test anxiety, self-regulated learning, control-value theory
Date
2011
Type
Journal article
Journal
Contemporary Educational Psychology
Book
Volume
36
Issue
1
Page Range
36-48
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