Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)

Lichtenfeld, S.; Pekrun, R.; Stupnisky, R.H.; Reiss, K.; Murayama, K.

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.

Citation

Lichtenfeld, S., Pekrun, R., Stupnisky, R., Reiss, K., & Murayama, K. (2012). Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES). Learning and Individual Differences, 22(2), 190-201. https://doi.org/10.1016/j.lindif.2011.04.009

• Journal Article Type: Article
• Acceptance Date: Apr 28, 2011
• Online Publication Date: May 14, 2011
• Publication Date: Apr 1, 2012
• Deposit Date: Nov 7, 2017
• Publicly Available Date: Sep 10, 2018
• Journal: Learning and Individual Differences
• Print ISSN: 1041-6080
• Electronic ISSN: 1873-3425
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 22
• Issue: 2
• Pages: 190-201
• DOI: https://doi.org/10.1016/j.lindif.2011.04.009
• Public URL: https://durham-repository.worktribe.com/output/1344216