Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)
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In this paper, the authors report on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emotions experienced by students in academic settings.About:
This article is published in Contemporary Educational Psychology.The article was published on 2011-01-01 and is currently open access. It has received 1150 citations till now. The article focuses on the topics: Academic achievement & Test anxiety.read more
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The Impact of Emotions on Student Achievement in Synchronous Hybrid Business and Public Administration Programs: A Longitudinal Test of Control-Value Theory.
TL;DR: In this paper, the authors examined the role of students' emotions (enjoyment, anxiety, and boredom), perceptions of control, value, and success in synchronous hybrid learning environments and found that perceived success was positively related to enjoyment and negatively related to anxiety and boredom.
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Emotions in Group Work: Insights from an Appraisal-Oriented Perspective.
TL;DR: The authors examined students' multi-dimensional group work appraisals and emotional experiences and found that individual differences in emotions emerge as a function of appraisal processes and provided support for systematically treating students' group work experiences as multidimensional, as appraisal dimensions have distinct implications for students' emotional experiences.
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More enjoyment, less anxiety and boredom: How achievement emotions relate to academic self-concept and teachers' diagnostic skills
TL;DR: In this article, the authors investigated the connection between students' enjoyment, anxiety, boredom and teachers' diagnostic skills and found that students experience more enjoyment and less anxiety and boredom if teachers exhibit better diagnostic skills.
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A review of affective chemistry education research and its implications for future research
TL;DR: A review of 91 affective chemistry education research studies published since the year 2000 can be found in this article, with five major themes identified: measuring and comparing affective states across various student demographics and contexts, assessing the influence of a learning intervention on student affect (30%, n = 28), correlating measured affectives states to performance in exams, developing and validate scales for chemistry education, and quantitatively modeling affective theoretical frameworks (3, n = 3).
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The roles of teacher–student relationship quality and self-concept of ability in adolescents’ achievement emotions: temperament as a moderator
TL;DR: In this article, the authors examined to what extent teacher-student conflict and closeness, on the one hand, and students' self-concepts of ability in literacy and mathematics were related to students' achievement emotions in mathematics and literacy among Finnish early adolescents.
References
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