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    Achievement Emotions Questionnaire

    (AEQ)

    - User’s 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

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    AEQ 1

    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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    AEQ 2

    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 51.5 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 72.2 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 andState 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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    AEQ 3

    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 beused 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 eightemotions: 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

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    AEQ 4

    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 achievementoutcomes. 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 fourcategories 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 candiffer 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.

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    AEQ 5

    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

    Sarason’s (1984) Reactions-to-Tests Questionnaire and Hodapp and Benson’s (1997) IntegrativeTest 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

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    AEQ 6

    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 processessuch 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 anduniversity (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.

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    AEQ 7

    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 systematicalorder. 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.

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    AEQ 8

    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 it’s exciting. 3.35 1.06 .65

    32 CJOM2D My enjoyment of this class makes me want to participate. 3.40 .99 .55

    41 CJOM3D It’s 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  = 31.99SD = 6.47

    ! = .85

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    AEQ 9

    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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    AEQ 10

    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 thiscourse, 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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    AEQ 11

    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 didn’t 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 I’m angry I get restless in class. 1.78 .99 .67

    Scale statistics: M  = 17.39

    SD = 6.24

    ! = .86

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    AEQ 12

    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 tounderstand the material.

    2.32 1.14 .63

    12 CAXC2B I worry whether I’m 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 I’m so nervous I would rather skip the class. 1.68 .92 .42

    56 CAXM2D I get scared that I might say something wrong, so I’d

    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 don’t 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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    AEQ 13

    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 don’t 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 I’m embarrassed that I can’t 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 I’d rather not tell anyone when I don’t 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

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    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 won’t

    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 I’ve given up, I don’t have energy to go to class. 1.65 .93 .70

    22 CHLM2B I’d rather not go to class since there is no hope of

    understanding the material anyway.

    1.65 .91 .67

    2 CHLM3B It’s pointless to prepare for class since I don’t understand

    the material anyway.

    1.81 .92 .57

    31 CHLP1D Because I don’t 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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    AEQ 15

    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 I’m 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 can’t 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 I’m so bored. 2.84 1.23 .78

    Scale statistics:

     M  = 30.84

    SD = 9.88

    ! = .93

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    AEQ 17

    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 todo 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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    AEQ 18

    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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    AEQ 19

    LEARNING-RELATED PRIDE (6)

    Item M SD rit 

    144 LPRA1A I’m proud of myself. 3.64 1.00 .50

    107 LPRC1D I’m 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 

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    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 I’m 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 don’t 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, I’m so angry that I get tense. 1.95 1.04 .53

    Scale statistics:

     M  = 22.00SD = 7.04

    ! = .86

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    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 can’t keep up with my studies it makes me fearful. 3.51 1.20 .53

    96 LAXC1D I worry whether I’m able to cope with all my work. 3.28 1.08 .56

    125 LAXC2D The subject scares me since I don’t 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 don’t 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

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    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 can’t absorb the simplest of details. 2.39 1.21 .61

    105 LSHC3D I feel ashamed because I am not as adept as others instudying.

    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 don’t want anybody to know when I haven’t 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 don’t 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 

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    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 I’m resigned to the fact that I don’t have the capacity tomaster this material.

    2.05 .96 .65

    145 LHLC2A After studying I’m resigned to the fact that I haven’t got

    the ability.

    2.02 .97 .62

    149 LHLC3A I’m discouraged about the fact that I’ll 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 can’t give my studies my

    full efforts.

    2.26 1.13 .66

    116 LHLM2D I wish I could quit because I can’t 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

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    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 timethinking 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 I’m 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 I’m 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 it’s so boring. 3.05 1.14 .80

    Scale statistics: M  = 30.69

    SD = 9.29

    ! = .92

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

    experienced during the course of your studies."

    (1) BEFORE TAK ING 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 TAK ING 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."

    A Q 26

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    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, I’m 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  = 28.33SD = 6.00

    ! = .78

    AEQ 27

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    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 I’m 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, I’m motivated to invest a lot of effort. 3.77 .91 .30

    Scale statistics:

     M  = 25.91

    SD = 4.93

    ! = .80

    AEQ 28

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    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 I’m proud of how well I mastered the exam. 3.30 .95 .63

    160 TPRM1B I’m 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 I’m

    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

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    AEQ 29

    TEST REL IEF (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 .52225 TREP3A I can finally laugh again. 3.20 1.07 .39

    Scale statistics:

     M  = 21.59

    SD = 4.00

    ! = .77

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    AEQ 31

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    Q

    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 .51179 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 can’t wait for the exam to be over. 2.59 1.28 .63

    201 TAXM3D I am so anxious that I’d 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

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    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 can’t 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 can’t 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 .62222 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

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    TEST HOPELESSNESS (11)

    Item M SD rit 

    178 THLA1B I get depressed because I feel I don’t 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 onthe 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 won’t

    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 can’t start doing

    anything.

    2.17 1.03 .62

    172 THLM2B I’d 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

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    University of Munich / Germany University of Manitoba / Canada 

    Department of Psychology Department of Psychology

    Dr. Reinhard Pekrun Dr. Raymond P. Perry 

    Dr. Thomas Goetz

    Feeli ng and Thinking about University Exper iences

    - Achievement Emotions Questionnair e  -

    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.

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    AEQ 36

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    Strongly

    Disagree

    Strongly

    Agree 

    1 2 3 4 5

    17. Thinking about class makes me feel uneasy.

    18. Because I’ve given up, I don’t 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. I’d 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. I’m 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 don’t 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 can’t 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.

    AEQ 37

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    Strongly

    Disagree

    Strongly

    Agree 

    1 2 3 4 5

    41. It’s 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 I’m so bored.46. When I make good contributions in class, I get even more motivated.

    47. I’m embarrassed that I can’t 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 I’m 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 I’d 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.

    AEQ 38

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    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. I’d rather not tell anyone when I don’t 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

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    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 don’t 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 don’t 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 I’m 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. I’m annoyed that I have to study so much.

    AEQ 40

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    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 I’m able to cope with all my work.

    97. Because I’m bored I get tired sitting at my desk.

    98. I feel confident when studying.

    99. I feel ashamed that I can’t 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. I’m proud of my capacity.

    108. I feel so helpless that I can’t 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

    AEQ 41

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    Strongly

    Disagree

    Strongly

    Agree 

    1 2 3 4 5

    120. I turn red when I don’t 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. I’m resigned to the fact that I don’t have the capacity to master this material.

    124. I enjoy the challenge of learning the material.125. The subject scares me since I don’t fully understand it.

    126. While studying I seem to drift off because it’s 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

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    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, I’m so angry that I get tense.

    144. I’m proud of myself.

    145. After studying I’m resigned to the fact that I haven’t got the ability.

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

    147. When I can’t keep up with my studies it makes me fearful.

    148. My memory gaps embarrass me.

    149. I’m discouraged about the fact that I’ll never learn the material.

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

    151. I don’t want anybody to know when I haven’t 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

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    PART III - Test Emotions

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

    StronglyDisagree

    StronglyAgree 

    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 don’t leave enough time to prepare.

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

    161. My hopelessness robs me of all my energy.

    162. I can’t even think about how embarrassing it would be to fail the exam.

    163. Because I enjoy preparing for the test, I’m 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.

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    AEQ 45

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    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 I’d 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 can’t answer the questions correctly.

    AEQ 46

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    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 teacher’s 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. I’m 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 I’m 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.

    AEQ 47

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    Thank you for participating in our research on

    achievement emotions!

    AEQ 48

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    4. Alternative Instructions for Assessing Course-Specificand 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 ofthe items. The following instructions can be used to assess students’ course-specific emotions.

    Part I – Class -Related Emo tion s

    “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.”

    Dur ing 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 – Learn ing -Related Emo tion s

    "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

    AEQ 49

    D i S d i

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    Dur ing 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 Em otio ns

    "Test and exams can induce different feelings. This part of the questionnaire refers to emotions youmay 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 th e 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 thiscourse."

    During Takin g 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 achievementsituations 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

    AEQ 50

    (a) Concurrent assessment of state emotions sample instruction

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    (a) Concurrent assessment of state emotions – sample instruction

    (for class-related emotions)

    Attending classes at university can induce different feelings. This questionnaire refers to emotionsyou 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 beingin 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

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    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 Schülern 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).  Prüfungsemotionen 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 inMathematics)]. 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.

    AEQ 52

    Perry R P Hladkyi S Pekrun R & Pelletier S (2001) Academic control and action control in

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    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). Perceivedacademic 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.

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    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.