Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ)

By Reinhard Pekrun, Thomas Goetz, R. Perry, Klaudia Kramer, Michaela Hochstadt, S. Molfenter. 2004

359 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2401e5efe286abf3ea07c96221cc9d1155f1d9b8

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Citations in the corpus

Beyond positive and negative affect: achievement goals and discrete emotions in the elementary physical education classroom. (2009, methodology): “Following a translation – back translation process by two independent experts, as suggested by Hambleton (1994) we adapted the Academic Emotions Questionnaire (AEQ; Pekrun et al., 2004).”
Measuring emotions in students learning and performance: The Achievement Emotions Questionnaire (AE (2011, methodology): “We us ed a dataset involving a North American student sample previously employed by Pekrun et al. (2004) to analyze select aspects of the AEQ test emotions scales, but made use of the entire dataset in analyzing all 24 scales of the instrument.”
Emotional experiences during test taking : does cognitive ability make a difference? (2007, background): “Similarly, Pekrun et al. (2004) also found that students reported greater anxiety, hopelessness, sadness, and envy before the test than during or after the test.”
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants (2021, background): “…instruments developed for older students are often more focused on the cognitive (“worry”) aspect of performance (Cassady & Johnson, 2002), together with other elements (i.e. the affective dimension, physiological effects, and motivational components) (Dowker et al., 2016; Pekrun et al., 2004).”
A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire (2018, background): “These results were largely similar to those obtained in previous studies on emotions in an educational context (Pekrun et al., 2004; Frenzel et al., 2016).”
High self-control predicts more positive emotions, better engagement, and higher achievement in school (2014, background): “Studies have shown that anger is negatively related to self-efficacy, interest, self-regulated learning, and academic performance (Boekaerts 1993; Pekrun et al. 2004) There is also a huge literature on anxiety in educational settings which has shown that this emotion lowers academic achievement, imp”
The Dark Side of Emotion in the Classroom: Emotional Processes as Mediators of Teacher Communication Behaviors and Student Negative Emotions (2014, background): “Anxiety has been examined in relation to test anxiety, but research has not explored how teachers’ communication behaviors might influence this emotion (Pekrun et al., 2004).”
The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006, methodology): “We then developed quantitative measures (specifically, the Achievement Emotions Questionnaire, AEQ; Pekrun et al., 2002a; Pekrun, Goetz, & Perry, 2005; and the Test Emotions Questionnaire, TEQ; Pekrun et al., 2004), and used these measures to do quantitative studies testing assumptions of the contro”
Perceived Academic Control: mediating the effects of optimism and social support on college students’ psychological health (2009, background): “Students’ PAC is also positively associated with feelings of enjoyment, hope, and pride regarding scholastic performance and negatively associated with anger, boredom, anxiety, shame, and hopelessness ( Pekrun et al. 2004; Perry et al. 2001).”
The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education (2007, background): “…to their perceived self-regulation of academic 28 Reinhard Pekrun, Anne C. FrenzeL Thomas Goetz, & Raymond P. Perry learning, whereas achievement-related anxiety and shame related to perceived external regulation of learning by teachers and parents (Pekrun et al. , 2002a; Pekrun et al., 2004).”