The Achievement Emotions Questionnaire: Validation for Pre-Adolescent Students

By F. Peixoto, Lourdes Mata, Vera Monteiro, Cristina Sanches, Reinhard Pekrun. 2015

103 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b4bf3855718e2885bef7031d96759276bafd6416

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Kristina Loderer
2. E. Young
3. J. Sharp
4. Jane C. Sharp
5. Gavin R. Slemp
6. Jesús Camacho-Morles
7. L. Oades
8. Hanchao Hou

In Experimental and Cognitive Psychology

1. Kristina Loderer
2. E. Young
3. J. Sharp
4. Jane C. Sharp
5. Gavin R. Slemp
6. L. Oades
7. Jesús Camacho-Morles
8. Hanchao Hou

In Statistics and Probability

1. Reinhard Pekrun
2. Gavin R. Slemp
3. Kristina Loderer

Citations in the corpus

• Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, background): “Being the first and most important scale of its type, different versions of the AEQ have since been adapted for use across the full educational spectrum (Pekrun et al., 2005b; Govaerts and Grégoire, 2008; Lichtenfeld et al., 2012; Peixoto et al., 2015; Hong et al., 2016).”
• Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, methodology): “Several instruments have been used to measure achievement emotions, including the (original) Achievement Emotions Questionnaire (AEQ; Pekrun et al. 2011), as well as the corresponding version for pre-adolescents (AEQ-PA; Peixoto et al. 2015), among others.”