Browse > Article
http://dx.doi.org/10.14697/jkase.2014.34.8.0745

Development and Construct Validation of the Achievement Emotions Questionnaire-Korean Middle school Science(AEQ-KMS)  

Jeon, Jiyung (Kongju National University)
Publication Information
Journal of The Korean Association For Science Education / v.34, no.8, 2014 , pp. 745-754 More about this Journal
Abstract
Students experience a variety of achievement-related emotions during the process of learning the science curriculum. The purpose of this study is to develop an achievement emotions questionnaire for Korean middle school science curriculum to measure the achievement emotions that middle school students experience during study of this curriculum, and verified its validity. The Achievement Emotions Questionnaire-Korean Middle School Science is based on the English version of the Achievement Emotions Questionnaire, developed with reference to Korean middle school science curriculum and the characteristics of science study, from the perspective of the control-value theory of achievement. It has 232 questions, configured to measure nine achievement emotions across three types of academic settings. The questionnaire results can be treated with a high degree of confidence according to the result of our validation, which also verified that the achievement emotions of these students are configured with four internal criteria (learning strategy, achievement motivation and course grade), as suggested by the control-value theory; this in turn verifies that the nine achievement emotions are sufficiently distinctive across study situations. Last, it was verified that the questionnaire has sufficient external validity based on a comprehensive examination of the relation between science achievement emotions and the four criterion variables for each student. This suggests that through the development and implementation of this quantitative questionnaire, basic ground was provided to understand the achievement emotions experienced by middle school students learning the science curriculum.
Keywords
achievement emotion; science achievement emotion; achievement emotions questionnaire; development and validation of questionnaire; the control-value theory;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Bower, G. H. (1981). Mood and memory. American Psychologist, 36, 129-148.   DOI   ScienceOn
2 Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long(Eds.), Testing structural equation models (pp. 136-162). Newbury Park: Sage.
3 Calkins, S. D., & Dollar, J. M. (2014). Caregiving influences on emotion regulation: Educational implications of a biobehavioral perpective. In R. Pekrun & L. Linnenbrink-Garcia(Eds.), International handbook of emotions in education (pp. 520-538). New York, NY: Taylor & Francis.
4 Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indices for testing measurement invariance. Structural Equation Modeling, 9, 233-255.   DOI   ScienceOn
5 Deci, E. L. (1992). The relation of interest to the motivation of behavior: A self-determination theory perspective. In E. L. Deci(Ed), The role of interest in learning and development(pp. 43-70). Hillsdale, NJ: Erlbaum.
6 DeCuir-Gunby, J. T., & Williams-Johnson, M. R. (2014). The influence of culture on emotions: Implications for education, In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 539-557). New York, NY: Taylor & Francis.
7 Do, S. L. (2008), Issues and Prospects of Research on Affect in Education. The Korean Journal of Educational Psychology, 22(4), 919-937
8 Do, S. L., Son, S. K., Byun, J. H., & Lim, J. (2011). Development and Construct Validation of the Korean. The Korean Journal of Educational Psychology, 25(4), 945-970
9 Elliot, A. J., & McGregor, H. A. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.   DOI   ScienceOn
10 Elliot, A. J., & Pekrun, R. (2010). Emotion in the hierarchical model of approach-avoidance achievement motivation. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 57-73). Burlington, MA: Elsevier.
11 Frentzel, A., Pekrun, P., & Goetz, T. (2007). Girls and mathematics - a "hopeless" issue? a control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22(4), 497-514.   DOI
12 Goetz, T., Frenzel, A. 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.   DOI   ScienceOn
13 Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. Journal of Experimental Education, 75(1), 5-29.   DOI   ScienceOn
14 Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In J. T. Guthrie & A. Wigfield (Eds), Handbook of reading research (Vol. III, pp. 403-422). Mahwah, NJ: Erlbaum.
15 Kim, M. (2009). Emotion in Learning Context: Its Origins and Functions. Asian Journal of Education, 10(1), 73-98.   DOI
16 Hoyle, R. H., & Panter, A. T. (1995). Writing about structural equation model. In R. H. Hoyle (Ed.). Structural equation modeling: Concepts, issues, and applications (pp. 158-176). Thousand Oaks, CA: Sage Publications.
17 Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Coventional criteria versus new alternatives, Structural Equation Modeling, 6(1), 1-55.   DOI   ScienceOn
18 Kim, E., & Yang, M. (2011). An Exploratory Study on Academic Emotions of Korean students. The Korean Journal of Educational Psychology, 25(3), 501-521.
19 Korean Educational Psychology Association (KEPA). (2000). Terminology of educational psychology. Seoul: Hakjisa Co.
20 Linnenbrink, E. A. (2006). Emotion research in education: Theoretical and methodological perspectives on the integration of affect, motivation, and cognition. Educational Psychology Review, 18, 307-314.   DOI
21 Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and effect: An asymmetrical bidiredtional model. Educational Psychologist, 37(2), 69-78.   DOI   ScienceOn
22 Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37(2), 107-114.   DOI   ScienceOn
23 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.   DOI
24 Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.   DOI   ScienceOn
25 Park, J. G. (2011). Understanding Students' Achievement Emotions Usign the Control-Value Theory: The Roles of Motivational Beliefs in Physical Education Classes. Korean Journal of Sport Psychology, 22(3), 153-169.
26 Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583-597   DOI   ScienceOn
27 Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotion in student's learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48   DOI   ScienceOn
28 Pekrun, R., Frenzel, A., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds), Emotion in education (pp. 13-36). San Diego, CA: Academic Press.
29 Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire(MSLQ)
30 Ruthig, J. C., Haynes, T. L., Stupnisky, R. H., & Perry, R. P., (2009). Perceived Academic Control: mediating the effedts of optimism and social support on college students' psychological health. Social Psychology of Education, 12, 233-249.   DOI
31 Schiefele, U. (1996). Topic interest, text representation, and quality of experience. Contemporary Educational Psychology, 21, 3-18.   DOI
32 Yang, M., & Kwon, J. (2013). A study on the profile analysis of academic emotion and it's relation to self-regulated learning. Studies on Korean Youth, 24(4), 203-229.