Aside from test anxiety sca les, measurement instruments assessing studen ts' achievement emotions are largely lacking. This article reports on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emo tions experienced by students in academic settings. The instrument contains 24 scales measuring enjoy ment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during class, while studying, and when taking tests and exams. Scale construction used a rational empirical strategy based on Pek run's (2006) control value theory of achievement emotions and prior exploratory research. The instru ment was tested in a study using a sample of university students (N 389). Findings indicate that the scales are reliable, internally valid as demonstrated by confirmatory factor analysis, and externally valid in terms of relationships with students' control value appraisals, learning, and academic performance. The results provide further support for the control value theOlY and help to elucidate the structure and role of emotions in educational settings. Directions for future research and implications for educa tiona I practice are discussed.

No abstract

In this study, the authors examined the relationship between teacher and student enjoyment. Based on social-cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment. Self-reported enjoyment of mathematics classes was available from 1,542 students from 71 classrooms at 2 time points (Grades 7 and 8). At Time 2, mathematics teachers' reports of their enjoyment of teaching were available (N ϭ 71), as well as student ratings of teacher enthusiasm. The findings were in line with theoretical expectations. Multilevel structural equation modeling showed that teacher and student enjoyment were positively related even when the authors adjusted for students' previous-class levels of mathematics enjoyment, and that the effect of teacher enjoyment on student enjoyment was mediated by teacher enthusiasm. Discussion centers on the practical implications for affective interactions in the classroom.

This study investigated adolescents' developmental trajectories of mathematics interest and explored related effects of gender, family, and school context. Latent growth curve modeling was used to analyze longitudinal data of N 5 3,193 students (51% female) from grades 5 to 9 from all 3 ability tracks of the German state school system. Annual assessments involved student questionnaires on interest in mathematics, perceptions of classroom characteristics (classroom values for mathematics, mathematics teacher enthusiasm), as well as parent questionnaires regarding family values for mathematics. Results indicated a downward trend of students' mathematics interest that plateaued in later years, with high variability in mean levels, but little variability in the shape of the growth trajectories. Boys reported higher mathematics interest than girls, but similar downward growth trajectories. Students from the lowest ability track showed more favorable interest trajectories than students from the middle and highest tracks. Family values and classroom characteristics were positively related to within-person levels of interest over time and to average individual levels of interest, but not to growth parameters. Theoretical and practical implications are discussed.JOURNAL OF RESEARCH ON ADOLESCENCE, 20(2), 507-537 r

This study analyzed gender differences in achievement emotions in the domain of mathematics. Based on Pekrun's (2000Pekrun's ( , 2006 It is a widespread belief among students, teachers, and parents alike that girls and mathematics are a "bad fit". Researchers from a wide range of disciplines have long been

The authors investigated between-and within-domain relations of academic emotions, including students' enjoyment, pride, anxiety, anger, and boredom experienced in mathematics, physics, German, and English classes (N ϭ 542; Grades 8 and 11). Corroborating assumptions of domain specificity, the between-domains relations of these emotions were weak and inconsistent. However, there was more domain specificity of academic emotions in Grade 11 students compared with Grade 8 students, suggesting that between-domains differentiation increased as a function of grade level. Concerning within-domain relations, emotional experiences of enjoyment and pride, anxiety, and anger and boredom were clearly differentiated. The strength of within-domain relations of academic emotions differed considerably across the 4 academic domains. However, for each of the 4 domains, within-domain relations were similar for the 2 grade levels. Methodological and educational implications as well as directions for future research are discussed.

No abstract

Using a self-determination theory (SDT) framework, we explored the relationship between the satisfaction of teachers' basic psychological needs for autonomy, relatedness, and competence and their self-reported levels of teaching-related engagement, emotions, and emotional exhaustion. In particular, we tested a 2-component model of teachers' need for relatedness, with representation of the need for relatedness with students and the need for relatedness with colleagues. One thousand and forty-nine teachers participated in 3 studies. In Study I (n = 409), we tested a model that examined how perceptions of autonomy support are associated with teachers' relatedness with colleagues and students and how relatedness subsequently predicts teaching engagement and emotional exhaustion. In Study 2 (n = 455), we tested a full SDT model, hypothesizing that perceptions of autonomy support lead to satisfaction of teachers' needs for autonomy, competence, and relatedness with colleagues and students, which in tum lead to teachers' engagement and expression of emotions (anxiety, anger, and enjoyment). In Study 3 (n = 185), we used scenarios to test participants' beliefs about 2 hypothesized teachers, 1 with high student and low peer relatedness and the other with low student and high peer relatedness. Results from the 3 studies consistently emphasize the finding that for teachers, satisfaction of the need for relatedness with students leads to higher levels of engagement and positive emotions, and lower levels of negative emotions, than does satisfaction of the need for relatedness with peers.