Details

Autor(en) / Beteiligte

• Pekrun, Reinhard
• Goetz, Thomas
• Frenzel, Anne C.
• Barchfeld, Petra
• Perry, Raymond P.

Titel

Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)

Ist Teil von

• Contemporary educational psychology, 2011, Vol.36 (1), p.36-48

Ort / Verlag

San Diego: Elsevier Inc

Erscheinungsjahr

2011

Link zum Volltext

Quelle

Applied Social Sciences Index & Abstracts (ASSIA)

Beschreibungen/Notizen

• ► First comprehensive instrument measuring students’ multiple achievement emotions. ► Findings corroborate Pekrun’s control-value theory of achievement emotions. ► Need to differentiate between various discrete emotions. ► Achievement emotions linked to motivation, strategies, self-regulation, performance. 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.