Document Type : Research Paper

Authors

1 Islamic Azad University

2 allameh tabatabai university, Faculty of Psychology & Educational Sciences

Abstract

The main purpose of the present study was to investigate psychometric properties of the achievement emotion questionnaire-short form among Iranian university students.317 university students (141 male and 176 female) completed the Achievement Emotion questionnaire-Short Form, the Stress Appraisal Measure-Revised, and Achievement Goal Questionnaire-Revised. First, ‘alpha if item deleted’ and ‘corrected item-total correlation’ commands were used to develop the short form of the achievement emotion questionnaire. Also, the confirmatory factor analysis and internal consistency were used to compute the Achievement Emotion questionnaire-Short Form factorial validity and reliability, respectively. Then, in order to examine the construct validity of the Achievement Emotion questionnaire-Short Form, we compute correlation between different dimensions of Achievement Emotion questionnaire-Short Form with cognitive appraisal processes and achievement goal orientations. the results of confirmatory factor analysis according to comprehensive version of Achievement Emotion questionnaire by emphasizing the breakdown of positive and negative achievement emotions indicated that Achievement Emotion questionnaire-Short Form had internal consistency. Furthermore, Correlational analyses between positive and negative achievement emotions with cognitive appraisals and goal orientations provided initial evidence for the AEQ-SF convergent validity. Internal consistency for the multiple scales in different achievement situations was 0/74 to 087. In sum, on the one hand, the results provide further support for the control-value theory of achievement emotions and on the other hand, these findings provide evidence for the validity and reliability of the Achievement Emotion questionnaire-Short Form as an instrument to measure of achievement emotions among Iranian university students.

Keywords

حجازی، الهه، سرمد، زهره، بازرگان، عباس. (1381). روش­های تحقیق در علوم رفتاری. تهران، انتشارات: آگاه.
عبداله پور، محمد آزاد؛ درتاج، فریبرز، واحدی، حسن. (1393). ارزیابی ساختار عاملی پرسشنامة هیجانات پیشرفت در دانشجویان ایرانی. مطالعات اندازه گیری و ارزشیابی. 8 (4)، 186، -161.
عبداله پور، محمد آزاد؛ درتاج، فریبرز، واحدی، حسن. (1395). تحلیل روان­سنجی سیاهه فرسودگی تحصیلی در دانشجویان. انداز ه­گیری تربیتی .24 (6)، 57-78.
شکری، امید؛ تمییزی، نوشین؛ عبدالله پور، محمد آزاد؛ تقوایی نیا، علی. (1394). اعتباریابی و رواسازی نسخه تجدیدنظر شده پرسشنامه هدف پیشرفت در دانشجویان. راهبردهای شناختی در یادگیری.(3) 4، 122-107.
شکری، امید؛ تمییزی، نوشین؛ عبدالله پور، محمد آزاد؛ خدامی، محسن. (1395).تحلیل ویژگی­های روان­سنجی مقیاس ارزیابی شناختی استرس در دانشجویان. تازه­های علوم شناختی.18 (2)، 18 -1.
Artino, A. R, Jones, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. Internet and Higher Education, 15, 170–175.
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.) (2000). Handbook of self-regulation. San Diego, CA: Academic.
Burić, I., & Sorić, I. (2012). The role of test hope and hopelessness in self-regulated learning: Relations between volitional strategies, cognitive appraisals and academic achievement. Learning and Individual Differences, 22, 523–529.
Damasio, A.R.(2004). William James and the modern neurobiology of  emotion. In: Evans, D., Cruse, P. (Eds.), Emotion, Evolution and Rationality. Oxford University Press, Oxford, pp. 3–14.
Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Frenzel, A. C., & Pekrun, R. (2011). Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36, 25–35.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189.
Elliot, A. J. and McGregor  , H. A. (2001); A achievement goal framework. Journal    of Personality and Social Psychology,80: 501-519.                                       
Elliot, A. J. and Murayama, K. (2008); On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100:  613-628                                                                                                              
Folkman, S., Lazarus, R. S. (1985). If it changes it must be a process: study of       emotion and coping during three stages of a college examination. Journal of  Personality and Social Psychology, 48 (1), 150-170.                             
Garson, G. D. (2007). Testing of assumptions. (online monograph). http://www2. ehass.nesu.edu/garson/pa765/assump. Htm                                                 
Goetz, T., Frenzel, N. C., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9–33.
Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lüdtke, O. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99, 715–733.
Goetz, T., Nett, U. E., Martiny, s. E., Hall, N. C., & Pekrun, R. Dettmers, S., & Trautwein, U. (2012).  Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22, 225–234.
Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions a social-cognitive perspective: Antecedents and domain specificity of students, affect in the context of Latin instruction. British Journal of Educational Psychology, 76, 289-308.
Goetz, T., Preckel, F., Pekrun, R., & Hall, N. C. (2007). Emotional experiences during test taking: Does cognitive ability make a difference? Learning and Individual Differences, 17, 3–16.
Hoyle, R. H., & Panter, A. T. (1995). Writing about structural equation models. In R. H. Hoyle(Ed.), Structural equation modeling (pp. 158–176). Thousand Oaks, CA: Sage.
Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
Huang, C. (2011). Achievement Goals and Achievement Emotions: A Meta-analysis. Educational Psychology Review, 23, 359–388.
King, R. B., McInerney, D. M., & Watkins, D. A. (2012).  How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions. Learning and Individual Differences, 22, 814–819.
Kline, R. B. (2005). Principles and practices of Structural Equation Modeling (2nd edition). New York: Guilford.
Lazarus, R .S & Folkman, S. (1984). Stress, Appraisal, and Coping. New York: Springer.
  Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., & Murayama, K. (2012). Measuring students' emotions in the early years: The achievement emotions questionnaire-elementary school. Learning and Individual Differences, 22, 190-201.
Linnenbrink, E. A. (2007).  The role of affect in student learning: A multi-dimensional approach to considering theinteraction of affect, motivation, and engagement. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp.101-118). San Diego: Academic Press.                                                     
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36, 1–3.
Linnenbrink, E. A., & Pintrich, P. R. (2002). The role of motivational beliefs in conceptualchange. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues intheory and practice (pp. 115-135). Dordrecht, The Netherlands: Kluwer AcademicPublishers.
Linnenbrink, E. A., & Pintrich, P. R. (2000). Multiple pathways to learning and achievement:The role of goal orientation in fostering adaptive motivation, affect, and cognition. In C.Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search foroptimal motivation and performance (pp. 195-227). San Diego: Academic Press.
Loehlin, J. C. (2004). Latent variable models: An introduction to factor, path, and structural equationanalysis (4th ed.). Mahwah, NJ: Erlbaum.
Maehr, M. L. (2001). Goal theory is not dead—not yet anyway: A reflection on the special issue. Educational PsychologyAQ9Review, 13, 177–185.
Martin, A. J. (2008). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational Psychology, 33(2), 239-269. doi: 10.1016/j.cedpsych.2006.11.003
 Peacock EJ, Wong PTP.(1990). The stress appraisal measure(SAM): A 9 multidimensional approach to cognitiveappraisal. Stress Medicine;6: 227-236.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.
Pekrun, R., Frenzel, A. Goetz, T. & Perry, R. (2007). The control- value of achievement emotions: An integrative approach to emotions in education. In P.A. Shutz, & R. Pekrun, (Eds.). Emotion in Education (pp.13-36). San Diego, CA: Academic Press.
Pekrun, R., Goetz, T., & Perry, R.P. (2005). Achievement Emotions Questionnaire (AEQ), Users manual. Munich, Germany: Department of psychology, University of Munich.
Pekran, R., Goetz, T., Frenzel, A., Barchfeld, P., & Perry, P. (2011). Measuring emotions in students' learning and performance: The achievement emotions questionnaire. Contemporary Educational Psychology, 36, 36-48.
Pekrun  , R. , Goetz, T.,  Titz, W., & Perry, R. P. (2002a). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91–106.
Pekrun, R., Goetz, T., Titz, W, & Perry, R. P. (2002b). Positive emotions in education. In E. Frydenberg (Ed.), Beyond coping: Meeting goals, visions, and challenges (pp. 149-174). Oxford, UK: Elsevier.
Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., & Hochstadt, M. (2004). Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress and Coping, 17, 287–316.
Pekrun, R., Maier, M.A., & Elliot, A.J. (2006a). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597.
Roseman, I. J. (2001). A model of appraisal in the emotion system: Integrating theory, research, and applications. In K. Scherer, A. Schorr & T. Johnstone (Eds.), Appraisal processes in emotion: Theory, methods, research (pp. 68-91). New York: Oxford University Press.
Rowley, A. A., Roesch, S. C., Jurica, B. J., & Vaughn, A. A(2005). Developing and validating a stress appraisal measure for minority adolescents. Journal of Adolescence, 28, 547–557.
Scherer K. R.(1984).On the nature and function of emotion: a component process approach. In Approaches to emotion (eds Scherer K. R., Ekman P., editors. ), pp. 293–317 Hillsdale, NJ: Erlbaum
Scherer K. R.(2001).Appraisal considered as a process of multilevel sequential checking. In Appraisal processes in emotion: theory, methods, research (eds Scherer K. R., Schorr A., Johnstone T., editors. ), pp. 92–120 New York, NY: Oxford University Press.
        Scherer, K. R., Schorr, A., & Johnstone, T. (2001). Appraisal processes in emotion.              New York: Oxford university Press.                                                          
Seifert, T. L. (2004). Understanding student motivation. Educational Research, 46 (2), 137-149.
Seligman, M., & Csikszentmihalyi, M. (2000). Positivepsychology: An introduction. AmericanPsychologist, 55, 5–14.
Spangler, G., Pekrun, R., Kramer, K., & Hofmann, H. (2002). Students’ emotions, physiological reactions, and coping in academic exams. Anxiety, Stress and Coping, 15, 383–400.
Zeidner, M. (2007). Test anxiety in educational contexts: What I have learned so far. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 165–184). San Diego, CA: Academic Press.