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

Keywords: Achievement emotion Pride Anger Boredom Test anxiety Self-regulated learning Control-value theory Aside from test anxiety sca les, measurement instruments assessing studen ts' 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 emo tions experienced by students in academic settings. The instrument contains 24 scales measuring enjoy ment, 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 Pek run's (2006) control value theory of achievement emotions and prior exploratory research. The instru ment 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 theOlY and help to elucidate the structure and role of emotions in educational settings. Directions for future research and implications for educa tiona I practice are discussed.