Measuring Emotions in Students' Learning and Performance: The Achievement Emotions Questionnaire (AEQ)

Autor/inn/en	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)
Quelle	In: Contemporary Educational Psychology, 36 (2011) 1, S.36-48 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2010.10.002
Schlagwörter	College Students; Validity; Educational Practices; Measures (Individuals); Measurement; Factor Analysis; Test Anxiety; Psychological Patterns; Emotional Response; Evaluation Methods; Theories; Educational Psychology + Suchen Sie Ihr Suchwort? Collegestudent; Gültigkeit; Bildungspraxis; Messdaten; Messverfahren; Faktorenanalyse; Examination phobia; Testangst; Prüfungsangst; Emotionales Verhalten; Theory; Theorie; Erziehungspsychologie; Pädagogische Psychologie
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. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10