Measuring Emotions in Mathematics: The Achievement Emotions Questionnaire--Mathematics (AEQ-M)

Autor/inn/en	Bieleke, Maik; Goetz, Thomas; Yanagida, Takuya; Botes, Elouise; Frenzel, Anne C.; Pekrun, Reinhard
Titel	Measuring Emotions in Mathematics: The Achievement Emotions Questionnaire--Mathematics (AEQ-M)
Quelle	In: ZDM: Mathematics Education, 55 (2023) 2, S.269-284 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bieleke, Maik) ORCID (Goetz, Thomas) ORCID (Yanagida, Takuya) ORCID (Botes, Elouise) ORCID (Frenzel, Anne C.) ORCID (Pekrun, Reinhard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-022-01425-8
Schlagwörter	Elementary School Students; Secondary School Students; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Mathematics Education; Mathematics Instruction; Psychological Patterns; Emotional Experience; Mathematics Achievement; Questionnaires; Measures (Individuals); Validity + Suchen Sie Ihr Suchwort? Sekundarschüler; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fragebogen; Messdaten; Gültigkeit
Abstract	Understanding the structure, antecedents, and outcomes of students' emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire--Mathematics (AEQ-M), a self-report instrument assessing students' mathematics-related emotions. The AEQ-M measures seven emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across class, learning, and test contexts (internal structure). Based on control-value theory, it is assumed that these emotions are evoked by control and value appraisals, and that they influence students' motivation, learning strategies, and performance (external relations). Despite the popularity and frequent use of the AEQ-M, the research leading to its development has never been published, creating uncertainty about the validity of the proposed internal structure and external relations. We close this gap in Study 1 (N = 781 students, Grades 5-10, mean age 14.1 years, 53.5% female) by demonstrating that emotions are organized across contexts and linked to their proposed antecedents and outcomes. Study 2 (N = 699 students, Grade 7 and 9, mean age 14.0 years, 56.9% female) addresses another deficit in research on the AEQ-M, the lack of evidence regarding the assumption that emotions represent sets of interrelated affective, cognitive, motivational, and physiological/expressive components. We close this gap by evaluating extended AEQ-M scales, systematically assessing these components for five core mathematics emotions (enjoyment, anger, anxiety, hopelessness, boredom). Our work provides solid grounds for future research using the AEQ-M to assess emotions and their components in the domain of mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01