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

Contemporary Educational Psychology

Students’ Emotions and Academic Engagement

Reinhard Pekrun

Thomas Goetz

Anne C. Frenzel

Petra Barchfeld

Raymond P. Perry

Achievement emotion

Anger

Boredom

Control-value theory

Pride

Self-regulated learning

Test anxiety

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.

36

1

36-48

January 1, 2011

Contemporary Educational Psychology

Measuring emotions in students’ learning and performance

en

10.1016/j.cedpsych.2010.10.002

0361-476X