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

By Stephanie Lichtenfeld, Reinhard Pekrun, Robert H. Stupnisky, Kristina M. Reiss, Kou Murayama. 2012

215 citations recorded by the source corpus.

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.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/80f85e0522777e32febf56f8c9b3b579084803fc

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017, background): “Traditionally, worry is also conceptualized as a component of students’ fear and achievement anxiety (Hannula 2006; Lichtenfeld et al. 2012; Pekrun et al. 2002; Gläser-Zikuda et al. 2005).”
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, methodology): “have since been adapted for use across the full educational spectrum (Pekrun, Goetz, and Frenzel 2005b; Govaerts and Grégoire 2008; Lichtenfeld et al. 2012; Peixoto et al. 2015; Hong et al. 2016).”
The Achievement Emotions Questionnaire: Validation for Pre-Adolescent Students (2015, background): “The model with two factors (positive and negative emotions) is an alternative and plausible model to the six inter-related emotions model, leading to the idea of non-differentiation between discrete emotions, which was also tested in previous research (Lichtenfeld et al., 2012).”
Children's emotions in math problem solving situations: Contributions of self-concept, metacognitive experiences, and performance (2015, unknown): “Through the same theoretical framework, Lichtenfeld et al. (2012) investigated children's (from 7 to 12 years old) experience of enjoyment, boredom and anxiety related to mathematics.”