Achievement Emotions Questionnaire (AEQ)

- Users Manual -

Manual Version 2005

Reinhard Pekrun Thomas Goetz

Department of Psychology University of Munich

Germany

Raymond P. Perry University of Manitoba

Canada

Suggested further citation for the AEQ:

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106.

Please address correspondence to Dr. R. Pekrun, Department of Psychology, University of Munich, Leopoldstrasse 13, D-80802 Muenchen, Phone +49-89-2180-5149, Fax +49-89-2180-5250, E-mail .

2005 R. Pekrun, T. Goetz, R. P. Perry. All rights reserved.

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Acknowledgement

The development of the AEQ was supported by two research grants from the German Research Foundation (DFG) to the first author (Pe 320/7-1, 320/7-3) and by a TransCoop grant to the first and third author from the German American Academic Council. We want to thank Stefan Molfenter, Wolfram Titz, Sabine Brettmann, Michaela Burger, Anne C. Frenzel, Steve Hladkyj, Michaela Hochstadt, Barbara Jacob, Klaudia Kramer, Barbara Lerch, and Ute Reit for their help in developing the AEQ.

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Contents 1. Introduction

1.1 General Description 3 1.2 Theoretical Framework of the AEQ 3 1.3 Development of the AEQ 4

1.4 Item and Scale Characteristics 5 1.5 Administering and Scoring the AEQ 5 1.6 Using the AEQ to assess Course-Specific and State Achievement Emotions 5 2. Listing of Scales and Instructions

2.1 Class-Related Emotion Scales 7 2.2 Learning-Related Emotion Scales 16 2.3 Test-Related Emotion Scales 25 3. The Achievement Emotions Questionnaire 34 4. Alternative Instructions for Assessing Course-Specific and State Emotions

3.1 Assessment of Course-Specific Achievement Emotions 48 3.2 Assessment of State Achievement Emotions 49 5. References 51 6. Appendix: Scale Correlations 53

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1. Introduction 1.1 General Description The Achievement Emotions Questionnaire (AEQ) is a multidimensional self-report instrument designed to assess college students achievement emotions. It is based on a program of quantitative and qualitative research that examined students emotions experienced in academic achievement situations (for a summary, see Pekrun, Goetz, Titz, & Perry, 2002a). The AEQ measures a number of discrete emotions for each of the three main categories of academic achievement situations, that is, attending class, studying, and writing tests and exams. In its current version, the AEQ can be used to assess eight different class-related emotions, eight learning-related emotions, and eight test emotions. The test emotions section of the instrument has been published under the name Test Emotions Questionnaire (TEQ; Pekrun, Goetz, Perry, Kramer, & Hochstadt, 2004). The Test Emotions Questionnaire is an integral part of the AEQ. There are three sections to the AEQ, containing the class-related, learning-related, and test-related emotion scales. The class-related emotion scales include 80 items and measure the following eight emotions: class-related enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom. The learning-related emotion scales consist of 75 items assessing the same set of emotions in situations of studying. The eight test emotion scales include 77 items pertaining to test-related enjoyment, hope, pride, relief, anger, anxiety, shame, and hopelessness. Within each section, the items are ordered in three blocks assessing emotional experiences before, during, and after being in achievement situations addressed by the section. For example, the section on test emotions contains three blocks of items pertaining to emotions experienced before, during, and after taking tests. Sequencing items this way is in line with principles of situation-reaction inventories (Endler & Okada, 1975) and aims at helping respondents to access their emotional memories. The AEQ assesses students typical, individual emotional reactions in achievement situations (trait achievement emotions). By using alternative instructions, it can also be used to measure emotions experienced in single courses (course-specific emotions), or in specific situations at specified points of time (state achievement emotions; see sections 1.2, 1.6 and 4). There are German-language versions of the AEQ scales (Molfenter, 1999; Titz, 2001), as well as domain-specific variants assessing middle and high school students emotions experienced in mathematics and language-related subjects (Achievement Emotions Questionnaire Mathematics, AEQ-M; Goetz, 2004; Pekrun et al., 2003; Achievement Emotions Questionnaire Language, AEQ-L; Goetz, Pekrun, Hall, & Haag, in press). Currently, the AEQ-M is available in English, German, and Chinese language versions, and the AEQ-L in English and German versions.

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1.2 Theoretical Framework of the AEQ Definition and components of achievement emotion. In line with contemporary component process models of emotions (Scherer, 2000), we view emotions as sets of interrelated psychological processes including affective, cognitive, physiological, and motivational components (e.g., feeling tense and uneasy, worrying, being activated physiologically, and wanting to escape in anxiety). Such a conception is in line with component models of test anxiety addressing affective, cognitive, and physiological facets of this emotion (Zeidner, 1998). However, it extends beyond traditional models of test anxiety by taking motivational components into account as well. Achievement emotions are defined as emotions that are directly linked to achievement activities or achievement outcomes. In past research, studies on achievement emotions typically focused on emotions relating to achievement outcomes (like anxiety, pride, or shame linked to success and failure). The definition used by the AEQ implies that emotions pertaining to achievement-related activities are also considered as achievement emotions. Examples are enjoyment of learning, boredom experienced in classroom instruction, or anger at the task demands of academic learning. Emotions assessed by the AEQ: Representing the valence x activation circumplex. Four positive emotions (enjoyment, hope, pride, and relief) and five negative emotions (anger, anxiety, hopelessness, shame, and boredom) are assessed by the AEQ. The decision to include these emotions was based on two main criteria. First, the AEQ addresses emotions that are experienced frequently by college students (Pekrun, 1992; Pekrun et al., 2002a). Second, emotions can be grouped according to the two dimensions of valence (positive vs. negative) and activation (activating vs. deactivating; see Tellegen, Watson & Clark, 1999; Watson & Clark, 1992). These two dimensions can be regarded as being essential for the effects of emotions on learning, achievement, personality development, and health. Combining the two dimensions provides four categories of emotions. The AEQ represents emotions of each of these four categories (positive activating: enjoyment, hope, pride; positive deactivating: relief; negative activating: anger, anxiety, shame; negative deactivating: hopelessness, boredom). Contextualizing emotional experiences: Class-related, learning-related, and test-related emotions. Attending class, studying, and taking tests and exams are the three most important types of achievement situations at college and university. These situations differ concerning their functions and social structures. By implication, it can be assumed that emotions regarding these situations can differ as well. For example, enjoyment of classroom instruction may be different from enjoying the challenge of an exam. Some students may be excited when going to class, others when writing exams. Therefore, the AEQ provides separate scales for class-related, learning-related, and test-related emotions. Trait vs. state achievement emotions. As emotions generally, achievement emotions can be conceptualized in trait-like or state-like ways. The defining characteristic of the trait vs. state distinction is the temporal generality of the emotion under consideration. For example, habitual test anxiety as measured by traditional test anxiety scales is being regarded as a trait emotion, whereas anxiety experienced an hour before a specific exam would be viewed as a state emotion (Spielberger, Anton & Bedell, 1976). On a conceptual continuum representing emotional traits versus states, emotions typically experienced by a student in a specific semester-long course would be located in between trait and state emotions. The AEQ can be used to assess all three types of

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achievement emotions (trait, course-specific, state) in each of the three types of achievement settings (classroom instruction, studying, tests and exams) by adapting the instructions accordingly (see sections 1.6 and 4). 1.3 Development of the AEQ Scale and item development of the AEQ was based on student reports gained in qualitative, exploratory studies on students emotional experiences in different achievement situations (Pekrun, 1992; Molfenter, 1999; Titz, 2001). Concerning test-related anxiety, item construction was based on Sarasons (1984) Reactions-to-Tests Questionnaire and Hodapp and Bensons (1997) Integrative Test Anxiety Questionnaire. From an initial item pool, items were selected for preliminary versions of the scales by using expert judgment and criteria of redundancy. Selection of items for the final German versions was based on item statistics of the preliminary versions and on results of confirmatory factor analysis (see Titz, 2001, for the class-related and learning-related emotion scales; and Molfenter, 1999; Pekrun et al., 2004, for the test emotion scales). The final German AEQ scales were translated into the English language by a team of three experts, two of them bilingual. A backtranslation procedure was used to ensure content-related item equivalence. The English AEQ scales were administered to a sample of N = 389 students enrolled in undergraduate psychology courses at a large midwestern Canadian university (234 females, 155 males; mean age 20.63 years, SD = 3.48). Item and scale characteristics reported in section 2 are based on this sample. 1.4 Item and Scale Characteristics The scales of the AEQ are detailed in section 2 of this manual. The section includes all items of the AEQ, ordered by scale. Descriptive item statistics (means, standard deviations, part-whole corrected item-total correlations) and scale statistics (means, standard deviations, reliabilities) are reported as well. These statistics indicate that there is sufficient item score variation, and that item-total correlations are robust. Also, there is sufficient variation of scale scores for each scale. The reliabilities of the AEQ scales range from adequate to very good (Alpha = .75 to .93, with Alpha > .80 for 20 of the 24 scales). Scale correlations are shown in the Appendix. Most of these correlations are low to medium, thus indicating discriminant validity. As is typical with emotion scales, higher correlations are found for neighboring emotions (e.g., test anxiety and test hopelessness). However, as a general rule, even correlations for neighboring emotions are low to medium when the AEQ is used to assess state achievement emotions (for a more detailed discussion of interrelations of achievement emotions, see Pekrun et al., 2002a, and Pekrun et al., 2004). The internal structural validity of the AEQ scales in terms of emotion component structures has been analyzed by means of exploratory and confirmatory factor analysis (Goetz, 2004; Molfenter, 1999; Pekrun et al., 2004; Titz, 2001). The AEQ has been shown to be predictive for students academic achievement, course enrollment, and dropout rates. For example, in the study reported by Titz (2001), correlations between university students class-related and learning-related enjoyment, hope, and pride, on the one hand, and their

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grades on mid-studies exams, on the other, ranged from r = .27 to .45. Correlations for class-related and learning-related anxiety, shame, and hopelessness were in the range of r = -.24 to -.46. Also, achievement emotions as assessed by the AEQ relate to components of students learning processes such as study interest, intrinsic and extrinsic motivation to learn, cognitive and metacognitive strategies of learning, the investment of study effort, and the self-regulation of academic learning. Furthermore, scales of the AEQ relate to students health and well-being. Gender, social feedback, teachers classroom management and instructional behavior, and the social climate of classrooms have been shown to be further important correlates of the achievement emotions assessed by the AEQ. A more detailed discussion of these relations is beyond the scope of this manual (see Goetz, 2004; Goetz, Pekrun, Hall, & Haag, in press; Kleine, Goetz, Pekrun, & Hall, 2005; Molfenter, 1999; Pekrun, 2000; Pekrun & Goetz, 2005; Pekrun et al., 2002a, 2002b; Pekrun et al., 2004; Perry, Hladkyi, Pekrun, & Pelletier, 2001; Perry, Hladkyj, Pekrun, Clifton, & Chipperfield, 2005; Ruthig et al., 2005; Spangler, Pekrun, Kramer, & Hofmann, 2002; Titz, 2001). 1.5 Administering and Scoring the AEQ The three sections of the AEQ can be used together or singly. Within each section, the different emotion scales can also be used separately. The instrument is designed to be modular and can be used to fit the needs of the researcher. It can be given in class and takes approximately 40-50 minutes administration time when all three sections are administered. Because self-report measures of emotions can generally be subject to response bias under unfavorable circumstances, the AEQ should preferably be administered on a voluntary basis, and the data be used in a depersonalized way. Students rate their emotional experiences on a five point Likert scale from strongly disagree (1) to strongly agree (5). Answer sheets can be used by students to record their ratings. Scales are computed by summing the items of the scale and taking their mean. 1.6 Using the AEQ to assess Course-Specific and State Achievement Emotions The instructions given in the original version of the AEQ request students to describe their general, typical emotional experiences when attending class, studying, and taking tests at college and university (trait achievement emotions). By changing the instruction accordingly, the instrument can also be used to assess students emotions in a specific course (course-specific emotions), or in a given achievement situation on a single day (state achievement emotions). The items do not contain any references to temporal generality, such that they can be used under instructions of different temporal and situational specificity. The instructions for the original version of the AEQ are presented in sections 2 and 3. Alternative instructions for use of the AEQ to assess course-specific and state achievement emotions are described in section 4.

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2. Listing of Scales and Instructions

2.1 Class-Related Emotion Scales This section of the questionnaire includes the eight class-related emotion scales assessing class-related enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom. The items of the scales pertain to the four different emotion component subscales within emotions (affective, cognitive, motivational, and physiological component subscales as indicated by the 4th letter - A, C, M, or P - within item labels). In the following, items are presented in a systematical order. In the questionnaire, items are presented in three blocks pertaining to emotional feelings experienced before, during, and after being in class (indicated by the last letter - B, D, or A - within items labels). Items are mixed within blocks in the questionnaire. INSTRUCTION "Attending classes at university can induce different feelings. This part of the questionnaire refers to emotions you may experience when being in class at university. Before answering the questions on the following pages, please recall some typical situations of being in class which you have experienced during the course of your studies." (1) BEFORE CLASS "The following questions pertain to feelings you may experience BEFORE being in class. Please indicate how you feel, typically, before you go to class." (2) DURING CLASS "The following questions pertain to feelings you may experience DURING class. Please indicate how you feel, typically, during class." (3) AFTER CLASS "The following questions pertain to feelings you may experience AFTER having been in class. Please indicate how you feel, typically, after class."

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CLASS-RELATED ENJOYMENT (10) Item M SD rit

1 CJOA1B I get excited about going to class. 2.89 1.06 .64 24 CJOA2D I enjoy being in class. 3.39 .97 .70 67 CJOA3A After class I start looking forward to the next class. 2.73 1.05 .57 5 CJOC1B I am looking forward to learning a lot in this class. 3.71 .95 .60 71 CJOC2A I am happy that I understood the material. 3.84 .80 .45 76 CJOC3A I am glad that it paid off to go to class. 3.86 .86 .43 11 CJOM1B I am motivated to go to this class because its exciting. 3.35 1.06 .65 32 CJOM2D My enjoyment of this class makes me want to participate. 3.40 .99 .55 41 CJOM3D Its so exciting that I could sit in class for hours listening

to the professor. 2.25 1.10 .45

49 CJOP1D I enjoy participating so much that I get energized. 2.55 1.00 .50 Scale statistics: M = 31.99 SD = 6.47 = .85

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CLASS-RELATED HOPE (8) Item M SD rit

7 CHOA1B I am confident when I go to class. 3.51 .91 .54 9 CHOA2B I am full of hope. 3.41 .97 .61 20 CHOC1B I am optimistic that I will be able to keep up with the

material. 3.63 .94 .40

23 CHOC2B I am hopeful that I will make good contributions in class. 3.24 .95 .41 37 CHOC3D I am confident because I understand the material. 3.52 .80 .50 4 CHOM1B Being confident that I will understand the material

motivates me. 3.58 .88 .53

13 CHOM2B My confidence motivates me to prepare for class. 2.99 .93 .53 16 CHOM3B My hopes that I will be successful motivate me to invest

a lot of effort. 3.49 .97 .43

Scale statistics: M = 27.39 SD = 4.67 = .79

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CLASS-RELATED PRIDE (9) Item M SD rit

70 CPRA1A I am proud of myself. 3.31 .99 .57 30 CPRC1D I take pride in being able to keep up with the material. 3.55 .87 .50 40 CPRC2D I am proud that I do better than the others in this course. 3.28 1.11 .49 74 CPRC3A I think that I can be proud of what I know about this

subject. 3.58 .87 .62

53 CPRC4A I am proud of the contributions I have made in class. 3.12 .93 .55 46 CPRM1D When I make good contributions in class, I get even more

motivated. 3.69 .96 .52

77 CPRM2A Because I take pride in my accomplishments in this course, I am motivated to continue.

3.70 .88 .54

80 CPRM3A I would like to tell my friends about how well I did in this course.

3.34 1.03 .41

60 CPRP1D When I do well in class, my heart throbs with pride. 3.63 .94 .50 Scale statistics: M = 31.20 SD = 5.50 = .82

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CLASS-RELATED ANGER (9) Item M SD rit

28 CAGA1D I feel frustrated in class. 2.15 1.02 .58 73 CAGA2A I am angry. 1.57 .87 .67 44 CAGC1D Thinking about the poor quality of the course makes me

angry. 2.27 1.13 .51

59 CAGC2D Thinking about all the useless things I have to learn makes me irritated.

2.50 1.20 .50

78 CAGC3A When I think of the time I waste in class I get aggravated. 2.13 1.04 .60 8 CAGM1B I wish I didnt have to attend class because it makes me

angry. 1.64 .90 .57

69 CAGM2A I wish I could tell the teachers off. 1.74 1.03 .57 39 CAGP1D I feel anger welling up in me. 1.62 .88 .68 54 CAGP2D Because Im angry I get restless in class. 1.78 .99 .67 Scale statistics: M = 17.39 SD = 6.24 = .86

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CLASS-RELATED ANXIETY (12) Item M SD rit

17 CAXA1B Thinking about class makes me feel uneasy. 1.97 1.01 .65 21 CAXA2B I feel scared. 1.87 1.01 .60 50 CAXA3D I feel nervous in class. 1.97 .97 .59 3 CAXC1B Even before class, I worry whether I will be able to

understand the material. 2.32 1.14 .63

12 CAXC2B I worry whether Im sufficiently prepared for the lesson. 2.79 1.03 .47 15 CAXC3B I worry whether the demands might be too great. 2.83 1.17 .53 25 CAXC4D I worry the others will understand more than me. 2.58 1.20 .57 6 CAXM1B Because Im so nervous I would rather skip the class. 1.68 .92 .42 56 CAXM2D I get scared that I might say something wrong, so Id

rather not say anything. 3.09 1.33 .54

19 CAXP1B When I think about class, I get queasy. 1.76 .97 .54 35 CAXP2D I get tense in class. 2.09 1.03 .63 65 CAXP3D When I dont understand something important in class,

my heart races. 2.73 1.24 .43

Scale statistics: M = 27.68 SD = 8.30 = .86

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CLASS-RELATED SHAME (11) Item M SD rit

43 CSHA1D I get embarrassed. 1.92 1.03 .63 58 CSHA2D I am ashamed. 1.58 .84 .54 64 CSHC1D If the others knew that I dont understand the material I

would be embarrassed. 2.46 1.21 .65

34 CSHC2D When I say anything in class I feel like I am making a fool of myself.

2.56 1.23 .76

47 CSHC3D Im embarrassed that I cant express myself well. 2.66 1.23 .69 68 CSHC4A I am ashamed because others understood more of the

lecture than I did. 2.08 1.04 .55

38 CSHM1D After I have said something in class I wish I could crawl

into a hole and hide. 2.24 1.21 .69

72 CHSM2A Id rather not tell anyone when I dont understand something in class.

2.51 1.16 .55

27 CSHP1D When I say something in class I feel like I turn red. 3.02 1.35 .59 52 CSHP2D Because I get embarrassed, I become tense and inhibited. 2.12 1.11 .65 62 CSHP3D When I talk in class I start stuttering. 2.08 1.14 .55 Scale statistics: M = 25.22 SD = 8.80 = .89

AEQ 14

CLASS-RELATED HOPELESSNESS (10) Item M SD rit

14 CHLA1B The thought of this class makes me feel hopeless. 1.82 .91 .72 48 CHLA2D I feel hopeless. 1.63 .85 .65 10 CHLC1B Even before class, I am resigned to the fact that I wont

understand the material. 1.71 .90 .70

55 CHLC2D I have lost all hope in understanding this class. 1.64 .87 .67 79 CHLC3A I feel hopeless continuing in this program of studies. 1.77 .91 .62 18 CHLM1B Because Ive given up, I dont have energy to go to class. 1.65 .93 .70 22 CHLM2B Id rather not go to class since there is no hope of

understanding the material anyway. 1.65 .91 .67

2 CHLM3B Its pointless to prepare for class since I dont understand the material anyway.

1.81 .92 .57

31 CHLP1D Because I dont understand the material I look

disconnected and resigned. 2.18 1.02 .61

75 CHLP2A I feel so hopeless all my energy is depleted. 1.71 .90 .68 Scale statistics: M = 17.56 SD = 6.68 = .90

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CLASS-RELATED BOREDOM (11) Item M SD rit

36 CBOA1D I get bored. 3.03 1.21 .80 63 CBOA2D I find this class fairly dull. 2.39 1.08 .67 51 CBOC1D The lecture bores me. 2.70 1.12 .79 61 CBOC2D Because I get bored my mind begins to wander. 3.33 1.18 .74 26 CBOM1D Im tempted to walk out of the lecture because it is so

boring. 2.45 1.18 .63

66 CBOM2D I think about what else I might be doing rather than sitting in this boring class.

2.86 1.21 .70

29 CBOM3D Because the time drags I frequently look at my watch. 3.31 1.21 .71 42 CBOP1D I get so bored I have problems staying alert. 2.77 1.17 .76 33 CBOP2D I get restless because I cant wait for the class to end. 3.01 1.18 .79 57 CBOP3D During class I feel like I could sink into my chair. 2.15 1.12 .45 45 CBOP4D I start yawning in class because Im so bored. 2.84 1.23 .78 Scale statistics: M = 30.84 SD = 9.88 = .93

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2.1 Learning-Related Emotion Scales This section of the questionnaire includes the eight learning-related emotion scales assessing learning-related enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom. The items of the scales pertain to the four different emotion component subscales within emotions (affective, cognitive, motivational, and physiological component subscales as indicated by the 4th letter "A", "C", "M", or "P" within item labels. In the following, items are presented in a systematical order. In the questionnaire, items are presented in three blocks pertaining to emotional feelings experienced before, during, and after studying (indicated by the last letter "B", "D", or "A" within items labels). Items are mixed within blocks in the questionnaire. INSTRUCTION "Studying for your courses at university can induce different feelings. This questionnaire refers to emotions you may experience when studying. Before answering the questions on the following pages, please recall some typical situations of studying which you have experienced during the course of your studies." (1) BEFORE STUDYING "The following questions pertain to feelings you may experience BEFORE studying. Please indicate how you feel, typically, before you begin to study." (2) DURING STUDYING "The following questions pertain to feelings you may experience DURING studying. Please indicate how you feel, typically, during studying." (3) AFTER STUDYING "The following questions pertain to feelings you may experience AFTER having studied. Please indicate how you feel, typically, after having studied."

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LEARNING-RELATED ENJOYMENT (10) Item M SD rit

81 LJOA1B I look forward to studying. 2.51 1.07 .44 124 LJOA2D I enjoy the challenge of learning the material. 3.51 .94 .55 139 LJOA3D I enjoy acquiring new knowledge. 4.14 .84 .39 131 LJOC1D I enjoy dealing with the course material. 3.23 .90 .53 150 LJOC2A Reflecting on my progress in coursework makes me happy. 3.61 .88 .44 110 LJOM1D I study more than required because I enjoy it so much. 1.78 .88 .46 146 LJOM2A I am so happy about the progress I made that I am

motivated to continue studying. 3.37 .98 .50

154 LJOM3A Certain subjects are so enjoyable that I am motivated to do extra readings about them.

3.48 1.25 .41

117 LJOP1D When my studies are going well, it gives me a rush. 4.00 1.03 .40 136 LJOP2D I get physically excited when my studies are going well. 3.47 1.13 .41 Scale statistics: M = 33.09 SD = 5.78 = .78

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LEARNING-RELATED HOPE (6) Item M SD rit

88 LHOA1B I have an optimistic view toward studying. 3.19 .93 .45 98 LHOA2D I feel confident when studying. 3.29 .87 .69 83 LHOC1B I feel confident that I will be able to master the material. 3.28 .90 .49 94 LHOC2B I feel optimistic that I will make good progress at studying. 3.49 .86 .55 104 LHOM1D The thought of achieving my learning objectives

inspires me. 3.83 .93 .41

113 LHOM2D My sense of confidence motivates me. 3.19 .90 .55 Scale statistics: M = 20.27 SD = 3.70 = .77

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LEARNING-RELATED PRIDE (6) Item M SD rit

144 LPRA1A Im proud of myself. 3.64 1.00 .50 107 LPRC1D Im proud of my capacity. 3.42 .98 .38 152 LPRC2A I think I can be proud of my accomplishments at studying. 3.59 .97 .54 129 LPRM1D Because I want to be proud of my accomplishments, I am

very motivated. 3.43 .99 .56

122 LPRP1D When I solve a difficult problem in my studying, my heart

beats with pride. 3.60 1.11 .44

135 LPRP2D When I excel at my work, I swell with pride. 3.91 .98 .49 Scale statistics: M = 21.59 SD = 4.00 = .75

AEQ 20

LEARNING-RELATED ANGER (9) Item M SD rit

90 LAGA1B I get angry when I have to study. 2.04 1.10 .65 115 LAGA2D Studying makes me irritated. 2.63 1.10 .72 121 LAGA3D I get angry while studying. 2.04 1.05 .66 92 LAGC1B Im annoyed that I have to study so much. 2.95 1.17 .56 128 LAGC2D I get annoyed about having to study. 2.80 1.15 .67 84 LAGM1B Because I get so upset over the amount of material,

I dont even want to begin studying. 2.56 1.17 .49

100 LAGM2D I get so angry I feel like throwing the textbook out of the window.

2.01 1.15 .54

106 LAGP1D When I sit at my desk for a long time, my irritation makes

me restless. 3.02 1.24 .55

143 LAGP2A After extended studying, Im so angry that I get tense. 1.95 1.04 .53 Scale statistics: M = 22.00 SD = 7.04 = .86

AEQ 21

LEARNING-RELATED ANXIETY (11) Item M SD rit

86 LAXA1B When I look at the books I still have to read, I get anxious. 2.94 1.16 .51 118 LAXA2D I get tense and nervous while studying. 2.41 1.00 .56 147 LAXA3A When I cant keep up with my studies it makes me fearful. 3.51 1.20 .53 96 LAXC1D I worry whether Im able to cope with all my work. 3.28 1.08 .56 125 LAXC2D The subject scares me since I dont fully understand it. 2.77 1.15 .52 141 LAXC3A I worry whether I have properly understood the material. 3.30 1.11 .52 82 LAXM1B I get so nervous that I dont even want to begin to study. 2.07 1.06 .42 102 LAXM2D While studying I feel like distracting myself in order to

reduce my anxiety. 2.67 1.26 .53

85 LAXP1B When I have to study I start to feel queasy. 1.70 .99 .39 111 LAXP2D As time runs out my heart begins to race. 3.33 1.24 .57 132 LAXP3D Worry about not completing the material makes me sweat. 2.71 1.25 .55 Scale statistics: M = 30.69 SD = 7.76 = .84

AEQ 22

LEARNING-RELATED SHAME (11) Item M SD rit

127 LSHA1D I feel ashamed. 1.74 .99 .63 89 LSHC1B I feel ashamed about my constant procrastination. 3.04 1.24 .46 99 LSHC2D I feel ashamed that I cant absorb the simplest of details. 2.39 1.21 .61 105 LSHC3D I feel ashamed because I am not as adept as others in

studying. 2.63 1.23 .57

134 LSHC4D I feel embarrassed about not being able to fully explain the material to others.

2.49 1.19 .61

138 LSHC5D I feel ashamed when I realize that I lack ability. 2.49 1.21 .66 148 LSHC6A My memory gaps embarrass me. 2.43 1.22 .57 142 LSHM1A Because I have had so much troubles with the course

material, I avoid discussing it. 2.16 1.02 .57

151 LSHM2A I dont want anybody to know when I havent been able to understand something.

2.67 1.15 .48

114 LSHP1D When somebody notices how little I understand I avoid eye

contact. 2.61 1.25 .53

120 LSHP2D I turn red when I dont know the answer to a question relating to the course material.

2.33 1.26 .34

Scale statistics: M = 29.00 SD = 8.32 = .86

AEQ 23

LEARNING-RELATED HOPELESSNESS (11) Item M SD rit

95 LHLA1B I feel hopeless when I think about studying. 2.12 1.04 .62 130 LHLA2D I feel helpless. 1.84 1.04 .70 153 LHLA3A I feel resigned. 2.15 .92 .54 123 LHLC1D Im resigned to the fact that I dont have the capacity to

master this material. 2.05 .96 .65

145 LHLC2A After studying Im resigned to the fact that I havent got the ability.

2.02 .97 .62

149 LHLC3A Im discouraged about the fact that Ill never learn the material.

2.11 1.07 .61

155 LHLC4A I worry because my abilities are not sufficient for my program of studies.

2.54 1.18 .60

108 LHLM1D I feel so helpless that I cant give my studies my

full efforts. 2.26 1.13 .66

116 LHLM2D I wish I could quit because I cant cope with it. 1.91 1.07 .60 91 LHLP1B My lack of confidence makes me exhausted before

I even start. 2.07 1.10 .66

101 LHLP2D My hopelessness undermines all my energy. 1.97 .99 .68 Scale statistics: M = 23.06 SD = 8.09 = .90

AEQ 24

LEARNING-RELATED BOREDOM (11) Item M SD rit

112 LBOA1D The material bores me to death. 2.33 1.07 .70 133 LBOA2D Studying for my courses bores me. 2.67 1.13 .76 137 LBOA3D Studying is dull and monotonous. 2.75 1.14 .73 119 LBOC1D While studying this boring material, I spend my time

thinking of how time stands still. 2.22 1.13 .48

140 LBOC2D The material is so boring that I find myself daydreaming. 3.08 1.24 .78 109 LBOC3D I find my mind wandering while I study. 3.80 1.12 .61 87 LBOM1B Because Im bored I have no desire to learn. 2.22 1.15 .52 93 LBOM2B I would rather put off this boring work till tomorrow. 3.21 1.26 .62 97 LBOP1D Because Im bored I get tired sitting at my desk. 3.07 1.18 .71 103 LBOP2D The material bores me so much that I feel depleted. 2.30 1.07 .69 126 LBOP3D While studying I seem to drift off because its so boring. 3.05 1.14 .80 Scale statistics: M = 30.69 SD = 9.29 = .92

AEQ 25

2.3 Test-Related Emotion Scales This section of the questionnaire includes the eight test emotion scales assessing test-related enjoyment, hope, pride, relief, anger, anxiety, shame, and hopelessness. Together, the scales constitute the Test Emotions Questionnaire (TEQ; Pekrun et al., 2004). The items of the scales pertain to the four different emotion component subscales within emotions (affective, cognitive, motivational, and physiological component subscales as indicated by the 4th letter "A", "C", "M", or "P" within item labels). In the following, items are presented in a systematical order. In the questionnaire, items are presented in three blocks pertaining to emotional feelings experienced before, during, and after taking tests and exams (indicated by the last letter "B", "D", or "A" within items labels). Items are mixed within blocks in the questionnaire. INSTRUCTION "Test and exams can induce different feelings. This part of the questionnaire refers to emotions you may experience when taking tests or exams at university. Before answering the questions on the following pages, please recall some typical situations of test-taking or exams which you have experienced during the course of your studies." (1) BEFORE TAKING THE TEST / EXAM "The following questions pertain to feelings you may experience BEFORE taking a test or an exam. Please indicate how you feel, typically, before taking a test or an exam." (2) DURING TAKING THE TEST / EXAM "The following questions pertain to feelings you may experience DURING taking a test or an exam. Please indicate how you feel, typically, during taking a test or an exam." (3) AFTER TAKING THE TEST / EXAM "The following questions pertain to feelings you may experience AFTER taking a test or an exam. Please indicate how you feel, typically, after taking a test or an exam."

AEQ 26

TEST ENJOYMENT (10) Item M SD rit

156 TJOA1B I look forward to the exam. 2.04 1.08 .47 181 TJOA2D I enjoy taking the exam. 2.37 1.07 .54 173 TJOC1B I look forward to demonstrating my knowledge. 3.10 1.00 .53 200 TJOC2D I am happy that I can cope with the test. 3.48 .90 .40 204 TJOC3D For me the test is a challenge that is enjoyable. 2.70 1.09 .60 163 TJOM1B Because I enjoy preparing for the test, Im motivated to

do more than is necessary. 2.31 1.02 .43

177 TJOM2B Because I look forward to being successful, I study hard. 3.50 .99 .44 169 TJOP1B Before taking the exam, I sense a feeling of eagerness. 3.08 1.09 .38 213 TJOP2A My heart beats faster with joy. 3.01 .98 .39 230 TJOP3A I glow all over. 2.74 1.09 .33 Scale statistics: M = 28.33 SD = 6.00 = .78

AEQ 27

TEST HOPE (8) Item M SD rit

166 THOA1B I am optimistic that everything will work out fine. 3.37 .94 .58 193 THOA2D I am very confident. 3.00 .96 .59 171 THOC1B I have great hope that my abilities will be sufficient. 3.42 .87 .58 175 THOC2B Im quite confident that my preparation is sufficient. 2.98 .93 .58 176 THOC3B I think about my exam optimistically. 3.16 .97 .59 158 THOM1B I start studying for the exam with great hope and

anticipation. 3.08 1.07 .34

180 THOM2B My confidence motivates me to prepare well. 3.14 .94 .60 183 THOM3D Hoping for success, Im motivated to invest a lot of effort.

3.77 .91 .30

Scale statistics: M = 25.91 SD = 4.93 = .80

AEQ 28

TEST PRIDE (10) Item M SD rit

224 TPRA1A I am very satisfied with myself. 3.32 .89 .65 232 TPRA2A I am proud of myself. 3.36 1.03 .64 187 TPRC1D I think that I can be proud of my knowledge. 3.46 .91 .55 215 TPRC2A To think about my success makes me feel proud. 3.66 .96 .60 212 TPRC3A Im proud of how well I mastered the exam. 3.30 .95 .63 160 TPRM1B Im so proud of my preparation that I want to start the

exam now. 2.20 1.05 .34

196 TPRM2D Pride in my knowledge fuels my efforts in doing the test. 3.27 .91 .55 209 TPRP1A When I get the test results back, my heart beats

with pride. 3.20 .91 .59

220 TPRP2A After the exam I feel ten feet taller because Im so proud.

2.73 1.02 .63

227 TPRP3A I walk out of the exam with the look of a winner on my face.

2.82 1.03 .61

Scale statistics: M = 31.32 SD = 6.48 = .86

AEQ 29

TEST RELIEF (6) Item M SD rit

221 TREA1A I feel relief. 4.02 .93 .62 228 TREA2A I feel freed. 3.59 1.06 .52 218 TREA3A I feel very relieved. 3.88 1.01 .58 210 TREP1A The tension in my stomach is dissipated. 3.34 1.08 .46 216 TREP2A I finally can breathe easy again. 3.49 1.12 .52 225 TREP3A I can finally laugh again. 3.20 1.07 .39 Scale statistics: M = 21.59 SD = 4.00 = .77

AEQ 30

TEST ANGER (10) Item M SD rit

186 TAGA1D I get angry. 1.88 1.08 .60 214 TAGA2A I am fairly annoyed. 2.27 1.04 .55 159 TAGC1B I get angry over time pressures which dont leave

enough time to prepare. 3.33 1.19 .45

167 TAGC2B I get angry about the amount of material I need to know. 2.86 1.18 .57 194 TAGC3D I think the questions are unfair. 2.45 .99 .59 208 TAGC4A I get angry about the teachers grading standards. 2.32 .99 .60 219 TAGM1A I wish I could tell the teacher off. 2.11 1.21 .58 226 TAGM2A I wish I could freely express my anger. 2.26 1.16 .56 223 TAGP1A My anger makes the blood rush to my head. 1.94 1.03 .62 231 TAGP2A I get so angry, I start feeling hot and flushed. 1.95 1.08 .57 Scale statistics: M = 23.36 SD = 7.28 = .86

AEQ 31

TEST ANXIETY (12) Item M SD rit

170 TAXA1B Before the exam I feel nervous and uneasy. 3.46 1.16 .62 188 TAXA2D I am very nervous. 3.04 1.32 .73 197 TAXA3D I feel panicky when writing the exam. 2.84 1.21 .74 157 TAXC1B I worry whether I have studied enough. 4.05 1.03 .51 179 TAXC2B I worry whether the test will be too difficult. 3.62 1.05 .58 182 TAXC3D I worry whether I will pass the exam. 3.42 1.24 .52 174 TAXM1B I get so nervous I wish I could just skip the exam. 2.57 1.30 .69 192 TAXM2D I get so nervous I cant wait for the exam to be over. 2.59 1.28 .63 201 TAXM3D I am so anxious that Id rather be anywhere else. 2.55 1.21 .69 165 TAXP1B I feel sick to my stomach. 2.31 1.28 .59 184 TAXP2D At the beginning of the test, my heart starts pounding. 3.45 1.23 .59 190 TAXP3D My hands get shaky. 2.29 1.25 .49 Scale statistics: M = 45.54 SD = 13.00 = .92

AEQ 32

TEST SHAME (10) Item M SD rit

199 TSHA1D I feel humiliated. 1.79 1.01 .68 211 TSHA2A I feel ashamed. 1.92 .97 .69 162 TSHC1B I cant even think about how embarrassing it would be to

fail the exam. 3.04 1.40 .43

191 TSHC2D I am ashamed of my poor preparation. 2.47 1.16 .58 207 TSHC3D I get embarrassed because I cant answer the questions

correctly. 2.00 1.04 .68

217 TSHC4A My marks embarrass me. 2.29 1.11 .64 203 TSHM1D I get so embarrassed I want to run and hide. 1.52 .85 .62 222 TSHM2A When I get a bad mark I would prefer not to face my

teacher again. 2.48 1.21 .53

206 TSHP1D Because I am ashamed my pulse races. 1.79 .95 .66 229 TSHP2A When others find out about my poor marks I start to blush. 2.61 1.25 .56 Scale statistics: M = 21.92 SD = 7.52 = .87

AEQ 33

TEST HOPELESSNESS (11) Item M SD rit

178 THLA1B I get depressed because I feel I dont have much hope for the exam.

2.17 1.08 .67

205 THLA2D I feel hopeless. 1.79 1.00 .74 164 THLC1B I have lost all hope that I have the ability to do well on

the exam. 1.84 .96 .69

202 THLC2D I have given up believing that I can answer the questions correctly.

1.92 1.02 .69

185 THLC3D I start to think that no matter how hard I try I wont succeed on the test.

2.05 1.07 .72

195 THLC4D I start to realize that the questions are much too difficult for me.

2.35 1.00 .65

168 THLM1B I feel so resigned about the exam that I cant start doing

anything. 2.17 1.03 .62

172 THLM2B Id rather not write the test because I have lost all hope. 1.93 1.00 .70 189 THLM3D I feel like giving up. 1.99 1.12 .70 161 THLP1B My hopelessness robs me of all my energy. 1.98 1.01 .67 198 THLP2D I feel so resigned that I have no energy. 1.93 .93 .75 Scale statistics: M = 22.12 SD = 8.42 = .92

AEQ 34

University of Munich / Germany University of Manitoba / Canada

Department of Psychology Department of Psychology Dr. Reinhard Pekrun Dr. Raymond P. Perry Dr. Thomas Goetz

Feeling and Thinking about University Experiences

- Achievement Emotions Questionnaire - This questionnaire concerns your beliefs and opinions about the time you have spent at university up

until now. There are no right or wrong answers - we are simply trying to find out how you feel and

think about your university experience. We are interested in your personal opinions, so please be

candid in your responses. Your identity and your answers will be kept strictly confidential. The

information will be used for research purposes only and will not be available for any other

reasons.

The questionnaire consists of 232 items organized into three sections. All items are to be answered

on the provided bubble-sheets. Each row of bubbles is numbered to correspond with the item in the

questionnaire. Please be sure to fill in your answer in the row on the bubble sheet that corresponds

to the item number in the questionnaire. Please use a pencil (not a pen), and make sure to

completely fill in the bubble.

Your participation in this study is vital to its overall success and your time given in completing this

questionnaire is very much appreciated.

Thank you for your support!

2000 R. Pekrun, T. Goetz, R. P. Perry. All rights reserved.

AEQ 35

PART I - Class-Related Emotions Attending classes at university can induce different feelings. This part of the questionnaire refers to

emotions you may experience when being in class at university. Before answering the questions on

the following pages, please recall some typical situations of being in class which you have

experienced during the course of your studies. Read each item carefully and RESPOND USING

THE SCALE PROVIDED. Record your answers on the BUBBLE SHEET, using the appropriate

number, 1 THROUGH 80.

BEFORE CLASS

The following questions pertain to feelings you may experience BEFORE being in class. Please

indicate how you feel, typically, before you go to class.

Strongly Disagree

Strongly Agree

1 2 3 4 5 1. I get excited about going to class.

2. Its pointless to prepare for class since I dont understand the material anyway.

3. Even before class, I worry whether I will be able to understand the material.

4. Being confident that I will understand the material motivates me.

5. I am looking forward to learning a lot in this class.

6. Because Im so nervous I would rather skip the class.

7. I am confident when I go to class.

8. I wish I didnt have to attend class because it makes me angry.

9. I am full of hope.

10. Even before class, I am resigned to the fact that I wont understand the material.

11. I am motivated to go to this class because its exciting.

12. I worry whether Im sufficiently prepared for the lesson.

13. My confidence motivates me to prepare for class.

14. The thought of this class makes me feel hopeless.

15. I worry whether the demands might be too great.

16. My hopes that I will be successful motivate me to invest a lot of effort.

AEQ 36

Strongly Disagree

Strongly Agree

1 2 3 4 5 17. Thinking about class makes me feel uneasy.

18. Because Ive given up, I dont have energy to go to class.

19. When I think about class, I get queasy.

20. I am optimistic that I will be able to keep up with the material.

21. I feel scared.

22. Id rather not go to class since there is no hope of understanding the material anyway.

23. I am hopeful that I will make good contributions in class.

DURING CLASS

The following questions pertain to feelings you may experience DURING class. Please indicate

how you feel, typically, during class.

24. I enjoy being in class.

25. I worry the others will understand more than me.

26. Im tempted to walk out of the lecture because it is so boring.

27. When I say something in class I feel like I turn red.

28. I feel frustrated in class.

29. Because the time drags I frequently look at my watch.

30. I take pride in being able to keep up with the material.

31. Because I dont understand the material I look disconnected and resigned.

32. My enjoyment of this class makes me want to participate.

33. I get restless because I cant wait for the class to end.

34. When I say anything in class I feel like I am making a fool of myself.

35. I get tense in class.

36. I get bored.

37. I am confident because I understand the material.

38. After I have said something in class I wish I could crawl into a hole and hide.

39. I feel anger welling up in me.

40. I am proud that I do better than the others in this course.

AEQ 37

Strongly Disagree

Strongly Agree

1 2 3 4 5 41. Its so exciting that I could sit in class for hours listening to the professor.

42. I get so bored I have problems staying alert.

43. I get embarrassed.

44. Thinking about the poor quality of the course makes me angry.

45. I start yawning in class because Im so bored.

46. When I make good contributions in class, I get even more motivated.

47. Im embarrassed that I cant express myself well.

48. I feel hopeless.

49. I enjoy participating so much that I get energized.

50. I feel nervous in class.

51. The lecture bores me.

52. Because I get embarrassed, I become tense and inhibited.

53. I am proud of the contributions I have made in class.

54. Because Im angry I get restless in class.

55. I have lost all hope in understanding this class.

56. I get scared that I might say something wrong, so Id rather not say anything.

57. During class I feel like I could sink into my chair.

58. I am ashamed.

59. Thinking about all the useless things I have to learn makes me irritated.

60. When I do well in class, my heart throbs with pride.

61. Because I get bored my mind begins to wander.

62. When I talk in class I start stuttering.

63. I find this class fairly dull.

64. If the others knew that I dont understand the material I would be embarrassed.

65. When I dont understand something important in class, my heart races.

66. I think about what else I might be doing rather than sitting in this boring class.

AEQ 38

AFTER CLASS

The following questions pertain to feelings you may experience AFTER having been in class.

Please indicate how you feel, typically, after class.

Strongly Disagree

Strongly Agree

1 2 3 4 5 67. After class I start looking forward to the next class.

68. I am ashamed because others understood more of the lecture than I did.

69. I wish I could tell the teachers off.

70. I am proud of myself.

71. I am happy that I understood the material.

72. Id rather not tell anyone when I dont understand something in class.

73. I am angry.

74. I think that I can be proud of what I know about this subject.

75. I feel so hopeless all my energy is depleted.

76. I am glad that it paid off to go to class.

77. Because I take pride in my accomplishments in this course, I am motivated to continue.

78. When I think of the time I waste in class I get aggravated.

79. I feel hopeless continuing in this program of studies.

80. I would like to tell my friends about how well I did in this course.

AEQ 39

PART II - LEARNING-RELATED EMOTIONS

Studying for your courses at university can induce different feelings. This part of the questionnaire

refers to emotions you may experience when studying. Before answering the questions on the follo-

wing pages, please recall some typical situations of studying which you have experienced during the

course of your studies. Read each item carefully and RESPOND USING THE SCALE PROVIDED.

Record your answers on the BUBBLE SHEET, using the appropriate number, 81 THROUGH 155.

BEFORE STUDYING

The following questions pertain to feelings you may experience BEFORE studying. Please indicate

how you feel, typically, before you begin to study.

Strongly Disagree

Strongly Agree

1 2 3 4 5

81. I look forward to studying.

82. I get so nervous that I dont even want to begin to study.

83. I feel confident that I will be able to master the material.

84. Because I get so upset over the amount of material, I dont even want to begin studying.

85. When I have to study I start to feel queasy.

86. When I look at the books I still have to read, I get anxious.

87. Because Im bored I have no desire to learn.

88. I have an optimistic view toward studying.

89. I feel ashamed about my constant procrastination.

90. I get angry when I have to study.

91. My lack of confidence makes me exhausted before I even start.

92. Im annoyed that I have to study so much.

93. I would rather put off this boring work till tomorrow.

94. I feel optimistic that I will make good progress at studying.

95. I feel hopeless when I think about studying.

AEQ 40

DURING STUDYING

The following questions pertain to feelings you may experience DURING studying. Please indicate

how you feel, typically, during studying.

Strongly Disagree

Strongly Agree

1 2 3 4 5 96. I worry whether Im able to cope with all my work.

97. Because Im bored I get tired sitting at my desk.

98. I feel confident when studying.

99. I feel ashamed that I cant absorb the simplest of details.

100. I get so angry I feel like throwing the textbook out of the window.

101. My hopelessness undermines all my energy.

102. While studying I feel like distracting myself in order to reduce my anxiety..

103. The material bores me so much that I feel depleted.

104. The thought of achieving my learning objectives inspires me.

105. I feel ashamed because I am not as adept as others in studying.

106. When I sit at my desk for a long time, my irritation makes me restless.

107. Im proud of my capacity.

108. I feel so helpless that I cant give my studies my full efforts.

109. I find my mind wandering while I study.

110. I study more than required because I enjoy it so much.

111. As time runs out my heart begins to race.

112. The material bores me to death.

113. My sense of confidence motivates me.

114. When somebody notices how little I understand I avoid eye contact.

115. Studying makes me irritated.

116. I wish I could quit because I cant cope with it.

117. When my studies are going well, it gives me a rush.

118. I get tense and nervous while studying.

119. While studying this boring material, I spend my time thinking of how time stands still.

AEQ 41

Strongly Disagree

Strongly Agree

1 2 3 4 5 120. I turn red when I dont know the answer to a question relating to the course material.

121. I get angry while studying.

122. When I solve a difficult problem in my studying, my heart beats with pride.

123. Im resigned to the fact that I dont have the capacity to master this material.

124. I enjoy the challenge of learning the material.

125. The subject scares me since I dont fully understand it.

126. While studying I seem to drift off because its so boring.

127. I feel ashamed.

128. I get annoyed about having to study.

129. Because I want to be proud of my accomplishments, I am very motivated.

130. I feel helpless.

131. I enjoy dealing with the course material.

132. Worry about not completing the material makes me sweat.

133. Studying for my courses bores me.

134. I feel embarrassed about not being able to fully explain the material to others.

135. When I excel at my work, I swell with pride.

136. I get physically excited when my studies are going well.

137. Studying is dull and monotonous.

138. I feel ashamed when I realize that I lack ability.

139. I enjoy acquiring new knowledge.

140. The material is so boring that I find myself daydreaming.

AEQ 42

AFTER STUDYING

The following questions pertain to feelings you may experience AFTER having studied. Please

indicate how you feel, typically, after having studied.

Strongly Disagree

Strongly Agree

1 2 3 4 5 141. I worry whether I have properly understood the material.

142. Because I have had so much troubles with the course material, I avoid discussing it.

143. After extended studying, Im so angry that I get tense.

144. Im proud of myself.

145. After studying Im resigned to the fact that I havent got the ability.

146. I am so happy about the progress I made that I am motivated to continue studying.

147. When I cant keep up with my studies it makes me fearful.

148. My memory gaps embarrass me.

149. Im discouraged about the fact that Ill never learn the material.

150. Reflecting on my progress in coursework makes me happy.

151. I dont want anybody to know when I havent been able to understand something.

152. I think I can be proud of my accomplishments at studying.

153. I feel resigned.

154. Certain subjects are so enjoyable that I am motivated to do extra readings about them.

155. I worry because my abilities are not sufficient for my program of studies.

AEQ 43

PART III - Test Emotions

Tests and exams can induce different feelings. This part of the questionnaire refers to emotions you

may experience when taking tests or exams at university. Before answering the questions on the

following pages, please recall some typical situations of test-taking or exams which you have

experienced during the course of your studies. Read each item carefully and RESPOND USING

THE SCALE PROVIDED. Record your answers on the BUBBLE SHEET, using the appropriate

number, 156 THROUGH 232.

BEFORE TAKING THE TEST / EXAM

The following questions pertain to feelings you may experience BEFORE taking a test or an exam.

Please indicate how you feel, typically, before taking a test or an exam.

Strongly Disagree

Strongly Agree

1 2 3 4 5 156. I look forward to the exam.

157. I worry whether I have studied enough.

158. I start studying for the exam with great hope and anticipation.

159. I get angry over time pressures which dont leave enough time to prepare.

160. Im so proud of my preparation that I want to start the exam now.

161. My hopelessness robs me of all my energy.

162. I cant even think about how embarrassing it would be to fail the exam.

163. Because I enjoy preparing for the test, Im motivated to do more than is necessary.

164. I have lost all hope that I have the ability to do well on the exam.

165. I feel sick to my stomach.

166. I am optimistic that everything will work out fine.

167. I get angry about the amount of material I need to know.

168. I feel so resigned about the exam that I cant start doing anything.

169. Before taking the exam, I sense a feeling of eagerness.

170. Before the exam I feel nervous and uneasy.

171. I have great hope that my abilities will be sufficient.

AEQ 44

Strongly Disagree

Strongly Agree

1 2 3 4 5 172. Id rather not write the test because I have lost all hope.

173. I look forward to demonstrating my knowledge.

174. I get so nervous I wish I could just skip the exam.

175. Im quite confident that my preparation is sufficient.

176. I think about my exam optimistically.

177. Because I look forward to being successful, I study hard.

178. I get depressed because I feel I dont have much hope for the exam.

179. I worry whether the test will be too difficult.

180. My confidence motivates me to prepare well.

DURING TAKING THE TEST / EXAM

The following questions pertain to feelings you may experience DURING taking a test or an exam.

Please indicate how you feel, typically, during taking a test or an exam.

181. I enjoy taking the exam.

182. I worry whether I will pass the exam.

183. Hoping for success, Im motivated to invest a lot of effort.

184. At the beginning of the test, my heart starts pounding.

185. I start to think that no matter how hard I try I wont succeed on the test.

186. I get angry.

187. I think that I can be proud of my knowledge.

188. I am very nervous.

189. I feel like giving up.

190. My hands get shaky.

191. I am ashamed of my poor preparation.

192. I get so nervous I cant wait for the exam to be over.

193. I am very confident.

194. I think the questions are unfair.

AEQ 45

Strongly Disagree

Strongly Agree

1 2 3 4 5 195. I start to realize that the questions are much too difficult for me.

196. Pride in my knowledge fuels my efforts in doing the test.

197. I feel panicky when writing the exam.

198. I feel so resigned that I have no energy.

199. I feel humiliated.

200. I am happy that I can cope with the test.

201. I am so anxious that Id rather be anywhere else.

202. I have given up believing that I can answer the questions correctly.

203. I get so embarrassed I want to run and hide.

204. For me the test is a challenge that is enjoyable.

205. I feel hopeless.

206. Because I am ashamed my pulse races.

207. I get embarrassed because I cant answer the questions correctly.

AEQ 46

AFTER TAKING THE TEST / EXAM

The following questions pertain to feelings you may experience AFTER taking a test or an exam.

Please indicate how you feel, typically, after taking a test or an exam.

Strongly Disagree

Strongly Agree

1 2 3 4 5 208. I get angry about the teachers grading standards.

209. When I get the test results back, my heart beats with pride.

210. The tension in my stomach is dissipated.

211. I feel ashamed.

212. Im proud of how well I mastered the exam.

213. My heart beats faster with joy.

214. I am fairly annoyed.

215. To think about my success makes me feel proud.

216. I finally can breathe easy again.

217. My marks embarrass me.

218. I feel very relieved.

219. I wish I could tell the teacher off.

220. After the exam I feel ten feet taller because Im so proud.

221. I feel relief.

222. When I get a bad mark I would prefer not to face my teacher again.

223. My anger makes the blood rush to my head.

224. I am very satisfied with myself.

225. I can finally laugh again.

226. I wish I could freely express my anger.

227. I walk out of the exam with the look of a winner on my face.

228. I feel freed.

229. When others find out about my poor marks I start to blush.

230. I glow all over.

231. I get so angry, I start feeling hot and flushed.

232. I am proud of myself.

AEQ 47

Thank you for participating in our research on

achievement emotions!

AEQ 48

4. Alternative Instructions for Assessing Course-Specific and State Emotions 4.1 Assessment of Course-Specific Achievement Emotions The original version of the AEQ is used to assess students habitual, typical achievement emotions experienced at college and university (trait achievement emotions). Using a slightly altered format for the instructions preceding each section in the questionnaire, the AEQ can be used to assess students emotions typically experienced in a specific, single course. Since the items themselves do not contain any more specific temporal or situational references, there is no need to change any of the items. The following instructions can be used to assess students course-specific emotions. Part I Class-Related Emotions

Attending classes at university can induce different feelings. This part of the questionnaire refers to emotions you may experience when attending class in this course. Before answering the questions on the following pages, please recall some typical situations of being in class which you have experienced in this course. Before Class

The following questions pertain to feelings you may experience BEFORE being in class in this course. Please indicate how you feel, typically, before you go to class. During Class

The following questions pertain to feelings you may experience DURING class in this course. Please indicate how you feel, typically, during class. After Class

The following questions pertain to feelings you may experience AFTER having been in class in this course. Please indicate how you feel, typically, after class. Part II Learning-Related Emotions

"Studying for your courses at university can induce different feelings. This questionnaire refers to emotions you may experience when studying for this course. Before answering the questions on the following pages, please recall some typical situations of studying which you have experienced during this course." Before Studying

"The following questions pertain to feelings you may experience BEFORE studying for this course. Please indicate how you feel, typically, before you begin to study for this course."

AEQ 49

During Studying

"The following questions pertain to feelings you may experience DURING studying for this course. Please indicate how you feel, typically, during studying for this course." After Studying

"The following questions pertain to feelings you may experience AFTER having studied for this course. Please indicate how you feel, typically, after having studied for this course." Part III Test Emotions

"Test and exams can induce different feelings. This part of the questionnaire refers to emotions you may experience when taking tests or exams in this course. Before answering the questions on the following pages, please recall some typical situations of test-taking or exams which you have experienced during this course." Before Taking the Test/Exam

"The following questions pertain to feelings you may experience BEFORE taking a test or an exam in this coursse. Please indicate how you feel, typically, before taking a test or an exam in this course." During Taking the Test/Exam

"The following questions pertain to feelings you may experience DURING taking a test or an exam in this course. Please indicate how you feel, typically, during taking a test or an exam in this course." After Taking the Test/Exam

"The following questions pertain to feelings you may experience AFTER taking a test or an exam in this course. Please indicate how you feel, typically, after taking a test or an exam in this course." 3.2 Assessment of State Achievement Emotions The AEQ scales can also be used to assess students emotions experienced in single achievement situations at specific points of time. Generally, using self-report measures, state emotions can be assessed during the situation in which the emotion is experienced (concurrent assessment), or afterwards (retrospective assessment). When doing the assessment within the situation, the section of the questionniare that addresses the situation can be used by changing the instruction into a state format, using the same items as in the original version. When assessing state emotions after the situation, the instruction has to use a retrospective state format. In addition, in this case item wordings have to be changed from the present or future to the past. In the following, two examples for concurrent and retrospective assessment of state emotions are given.

AEQ 50

(a) Concurrent assessment of state emotions sample instruction (for class-related emotions) Attending classes at university can induce different feelings. This questionnaire refers to emotions you may experience in this class today. Please indicate how you currently feel in this class.

Strongly Disagree

Strongly Agree

1 2 3 4 5 24. I enjoy being in class. . 66. I think about what else I might be doing rather than sitting in this boring class. (b) Retrospective assessment of state emotions sample instruction (for class-related emotions) Attending classes at university can induce different feelings. This questionnaire refers to emotions you may have experienced when being in this class today. Please indicate how you felt when being in this class.

Strongly Disagree

Strongly Agree

1 2 3 4 5 24. I enjoyed being in class. . 66. I thought about what else I might be doing rather than sitting in this boring class.

AEQ 51

5. References Endler, N., & Okada, M. (1975). A multidimensional measure of trait anxiety: The S-R Inventory of

General Trait Anxiousness. Journal of Consulting and Clinical Psychology, 43, 319-329. Goetz, T. (2004). Emotionales Erleben und selbstreguliertes Lernen bei Schlern im Fach

Mathematik [Students emotions and self-regulated learning in mathematics]. Munich, Germany: Utz.

Goetz, T., Pekrun, R., Hall, N., & Haag, L. (in press). Academic emotions from a socio-cognitive perspective: Antecedents and domain specificity of students affect in the context of Latin instruction. British Journal of Educational Psychology.

Hodapp, V., & Benson, J. (1997). The multidimensionality of test anxiety: A test of different models. Anxiety, Stress and Coping, 10, 219-244.

Kleine, M., Goetz, T., Pekrun, R., & Hall, N. (2005). The structure of students' emotions experienced during a mathematical achievement test. International Reviews on Mathematical Education, 37, 221-225.

Molfenter, S. (1999). Prfungsemotionen bei Studierenden [Test emotions in university students]. Unpublished dissertation, Institute of Psychology, University of Regensburg, Germany.

Pekrun, R. (1992). Kognition und Emotion in studienbezogenen Lern- und Leistungssituationen: Explorative Analysen [Cognition and emotion in academic situations of learning and achievement: An exploratory analysis]. Unterrichtswissenschaft, 20, 308-324.

Pekrun, R. (2000). A social cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 143-163). Oxford, UK: Elsevier.

Pekrun, R. & Goetz, T. (2005, August). Classroom environment, academic achievement, and students emotions: Multi-level implications of control-value theory. Paper presented at the 11th Biennial Conference of the European Association for Research on Learning and Instruction, Nicosia, Cyprus.

Pekrun, R., Goetz, T., Jullien, S., Frenzel, A. C., vom Hofe, R., & Blum, W. (2003). Skalenhandbuch PALMA (Projekt zur Analyse der Leistungsentwicklung in Mathematik) [Codebook for the PALMA study (Project for the Analysis of Learning and Achievement in Mathematics)]. Department of Psychology, University of Munich, Germany.

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., 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.

AEQ 52

Perry, R.P., Hladkyi, S., Pekrun, R., & Pelletier, S. (2001). Academic control and action control in college students: A longitudinal study of self-regulation. Journal of Educational Psychology, 93, 776-789.

Perry, RP., Hladkyj, S., Pekrun, R.H., Clifton, R.A., & Chipperfield, J.G. (2005). Perceived academic control and failure in college students: A three-year study of scholastic attainment. Research in Higher Education, 46, 535-569.

Ruthig, J.C., Perry, R.P., Hladkyj, S., Hall, N.C., Pekrun, R., & Chipperfield, J.G. (2005). A longidutinal analysis of perceived control and emotions in an achievement setting. Manuscript submitted for publication.

Sarason, I.G. (1984). Stress, anxiety, and cognitive interference: Reactions to tests. Journal of Personality and Social Psychology, 44, 929-938.

Scherer, K.R. (2000). Emotions as episodes of subsystems synchronization driven by nonlinear appraisal processes. In I. Granic & M.D. Lewis (Eds.), Emotion, development, and self-organization: Dynamic systems approaches to emotional development (pp. 70-99). New York: Cambridge University Press.

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.

Spielberger, C.D., Anton, W.D., & Bedell, J. (1976). The nature and treatment of test anxiety. In M. Zuckerman & C.D. Spielberger (Eds.), Emotions and anxiety: New concepts, methods, and applications (pp. 317-344). Hillsdale, NJ: Erlbaum.

Tellegen, A., Watson, D., & Clark, L. A. (1999). On the dimensional and hierarchical structure of affect. Psychological Science, 10, 297-309.

Titz, W. (2001). Emotionen von Studierenden in Lernsituationen [Students emotions in situations of learning]. Muenster, Germany: Waxmann.

Watson, D., & Clark, L.A. (1992). Affects separable and inseparable: On the hierarchical arrangement of the negative affects. Journal of Personality and Social Psychology, 62, 489-505.

Zeidner, M. (1998). Test anxiety: the state of the art. New York: Plenum.

APPENDIX: SCALE CORRELATIONS cjo cho cpr cag cax csh chl cbo ljo lho lpr lag lax lsh lhl lbo tjo tho tpr tre tag tax tsh thl

cjo -- cho .71 -

.62 .68 -

.41 .36 .22 -

.25 .36 .16 .65 -

.27 .34 .20 .58 .80 -

-cpr -cag - - - -cax - - - -csh - - - -chl -.34 -.45 -.26 .76 .70 .63 --cbo -.58 -.42 -.28 .62 .47 .41 .51 --ljo .61 .52 .50 -.29 -.08 -.08 -.25 -.42 --lho .41 .52 .40 -.35 -.34 -.31 -.42 -.35 .64 --lpr .46 .50 .59 -.30 -.17 -.20 -.34 -.28 .72 .64 --lag -.38 -.31 -.21 .61 .55 .45 .55 .61 -.44 -.52 -.34 --lax -.17 -.21 -.09 .44 .66 .57 .47 .39 -.12 -.42 -.15 .61 --lsh -.18 -.26 -.15 .46 .70 .71 .56 .38 -.16 -.43 -.23 .57 .69 --lhl -.34 -.42 -.29 .63 .70 .67 .74 .49 -.33 -.59 -.43 .67 .68 .75 -- lbo -.48 -.35 -.27 .51 .39 .34 .44 .73 -.51 -.48 -.39 .76 .50 .50 .58 -- tjo .47 .47 .45 -.20 -.18 -.15 -.22 -.33 .58 .54 .48 -.38 -.26 -.28 -.30 -.40 -- tho .42 .58 .47 -.29 -.35 -.34 -.35 -.29 .53 .63 .53 -.41 -.40 -.42 -.48 -.39 .70 -- tpr .37 .50 .61 -.17 -.22 -.25 -.28 -.19 .48 .50 .60 -.23 -.26 -.29 -.38 -.26 .71 .68 -- tre .07 .10 .22 -.01 .15 .12 -.07 .13 .12 .04 .19 .16 .33 .17 .05 .14 .06 -.05 .23 -- tag -.25 -.25 -.12 .74 .65 .54 .65 .50 -.26 -.40 -.25 .69 .55 .59 .66 .52 -.25 -.36 -.20 .08 -- tax -.16 -.23 -.08 .37 .63 .55 .42 .37 -.12 -.37 -.12 .55 .75 .63 .59 .42 -.39 -.48 -.29 .37 .57 -- tsh -.13 -.26 -.12 .51 .70 .72 .63 .35 -.10 -.38 -.20 .47 .61 .78 .69 .38 -.30 -.43 -.37 .06 .64 .66 -- thl -.26 -.38 -.23 .65 .70 .67 .78 .47 -.28 -.53 -.35 .63 .62 .72 .82 .53 -.39 -.53 -.40 .00 .73 .67 .79 --

Note. Variable names: c = class-related emotion, l = learning-related emotion, t = test emotion. jo = enjoyment, ho = hope, pr = pride, re = relief, ag = anger, ax = anxiety, sh = shame, hl = hopelessness, bo = boredom. N = 389. p < .01 for | r | > .13.

2005 R. Pekrun, T. Goetz, R. P. Perry. All rigAcknowledgementThe development of the AEQ was supported by two research grants from the German Research Foundation (DFG) to the first author (Pe 320/7-1, 320/7-3) and by a TransCoop grant to the first and third author from the German American Academic Council. We w1.2Theoretical Framework of the AEQ 31.Introduction1.2Theoretical Framework of the AEQ

1.4 Item and Scale Characteristics1.5Administering and Scoring the AEQ

2.1Class-Related Emotion ScalesCLASS-RELATED ENJOYMENT (10)CLASS-RELATED HOPE (8)CLASS-RELATED PRIDE (9)CLASS-RELATED ANXIETY (12)CLASS-RELATED HOPELESSNESS (10)CLASS-RELATED BOREDOM (11)LEARNING-RELATED HOPE (6)LEARNING-RELATED PRIDE (6)LAXM1B

LEARNING-RELATED SHAME (11)LEARNING-RELATED HOPELESSNESS (11)LEARNING-RELATED BOREDOM (11)TEST ENJOYMENT (10)TEST HOPE (8)TEST PRIDE (10)TEST RELIEF (6)TEST ANXIETY (12)TEST SHAME (10)Part I Class-Related EmotionsBefore ClassDuring ClassAfter ClassPart II Learning-Related Emotions

Before StudyingDuring StudyingPart III Test Emotions

Before Taking the Test/ExamDuring Taking the Test/ExamAfter Taking the Test/Exam

APPENDIX: SCALE CORRELATIONS