Revising and Validating Achievement Emotions Questionnaire - Teachers (AEQ-T)

Abstract

<p class="p1">Achievement Emotions Questionnaire - Teachers (AEQ-T) measures teachers’ anger, anxiety, and enjoyment related to instruction. The purpose of this research is to revise and validate AEQ-T to include pride and frustration. Also, this study aimed to replicate previous research on anger, anxiety, and enjoyment and validate this expanded measure in an Asian context. The revised AEQ-T was tested using Exploratory Factor Analysis for 150 Japanese teachers, and then cross-validated with 208 Korean teachers using Confirmatory Factor Analysis. Results showed that four emotions of anger, anxiety, enjoyment, and pride had acceptable levels of internal consistency and clear factor structure. However, frustration items had low reliability and cross-loaded with anger factor. This study provides empirical evidences to include pride to measure teachers’ emotions, and suggests the need to develop a more refined understanding and distinction between anger and frustration. </p>

Emotion theory in education research practice: an interdisciplinary critical literature review

“…Starkey-Perret et al (2017), working with a sample of N = 299 consisting of all pupils at an urban French middle school (thus eliminating the convenience sampling and self-selection of participants likely to be high in positive emotions generated by academic work created by an extra credit participant selection strategy), found that 15 of the 18 constructs in the version of the AEQ used fell below Cronbach's α = 0.80, with the lowest scores clustering around emotions such as pride and shame that basic emotion scholarship would frequently consider social rather than primary emotions, or mental states that should not be classed as emotions at all. The study by Hong et al (2017) of N = 358 East Asian K-12 teachers taking a variant of the AEQ designed for teachers not only had no values of Cronbach's α higher than 0.80 on any of its four constructs except for anxiety-and only when measured separately for only the Japanese and not the Korean participants-but also demonstrated considerable cross-contamination between anger and frustration (p. 98). No basic emotion theorist disambiguates anger from frustration as a matter of quality rather than intensity or socially preferable word choice; doing so is one of distinctive features of Pekrun's schema that is not shared with scientists working in the non-academic traditions of emotion study.…”

Adaptation of Teachers’ Instructional Emotions Scale to Turkish Culture and Revision and Descriptive Analysis of the Scale

“…Because of this negative point of view, it was accepted that the involvement of emotions in organizational decisions was harmful for the organization and therefore emotions should not be included (Robbins & Judge, 2012). However, the importance of emotions which strongly affect behaviors and thoughts, (Dagleish & Power, 1999) has been increasing day by day in recent years, emotions are taken care of and attract attention (Akçay & Çoruk, 2012;Argon, 2015;Frenzel et al, 2016;Frenzel, Pekrun & Goetz, 2010;Hong et al, 2016;Pekrun & Linnenbrink-Garcia, 2014;Schutz & Pekrun, 2007;Schutz & Zembylas, 2009). Today, emotions are an effective variable that contributes to organizational efficiency and has an important role in increasing the performances of employees, not as a destructive element that needs to be suppressed.…”

“…The same literature also states that the researchers' feelings of teachers are discussed in various dimensions, and the emotions that teachers experience most frequently are enjoyment, pride, anger, anxiety and frustration (Lee, Pekrun, Taxer, Schutz, Vogl & Xie, 2016). Teachers' emotions related to teaching activities, Frenzel et al (2010) examined anger, anxiety and enjoyment in their work and Hong et al (2016) added pride to these three emotions analyzed by Frenzel et al (2010). Hong et al (2016), at the end of these studies, have suggested to researchers that hope in qualitative studies in the literature can also be investigated quantitatively.…”

“…Teachers' emotions related to teaching activities, Frenzel et al (2010) examined anger, anxiety and enjoyment in their work and Hong et al (2016) added pride to these three emotions analyzed by Frenzel et al (2010). Hong et al (2016), at the end of these studies, have suggested to researchers that hope in qualitative studies in the literature can also be investigated quantitatively. Furthermore, Frenzel et al (2009b), who investigated the effects of teachers' emotions on teaching behaviors and acquisition of the students based on their anxiety, anger and enjoyment, stated that frustration may be the subject of other researches.…”

“…Although the scope and depth of research on teacher emotions has increased significantly, more qualitative research appears to be prominent (Hong et al, 2016). Some of the researches that address the subject through qualitative research methods are focus group interviews (Cross & Hong, 2012), individual interviews (Argon, 2015;Darby, 2008) and experience sampling (Becker et al, 2014;Jones & Youngs, 2012).…”