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Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M)
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-r...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Berlin Heidelberg
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9607838/ https://www.ncbi.nlm.nih.gov/pubmed/36320409 http://dx.doi.org/10.1007/s11858-022-01425-8 |
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author | Bieleke, Maik Goetz, Thomas Yanagida, Takuya Botes, Elouise Frenzel, Anne C. Pekrun, Reinhard |
author_facet | Bieleke, Maik Goetz, Thomas Yanagida, Takuya Botes, Elouise Frenzel, Anne C. Pekrun, Reinhard |
author_sort | Bieleke, Maik |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-9607838 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer Berlin Heidelberg |
record_format | MEDLINE/PubMed |
spelling | pubmed-96078382022-10-28 Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M) Bieleke, Maik Goetz, Thomas Yanagida, Takuya Botes, Elouise Frenzel, Anne C. Pekrun, Reinhard ZDM Original Paper 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. Springer Berlin Heidelberg 2022-10-26 2023 /pmc/articles/PMC9607838/ /pubmed/36320409 http://dx.doi.org/10.1007/s11858-022-01425-8 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Original Paper Bieleke, Maik Goetz, Thomas Yanagida, Takuya Botes, Elouise Frenzel, Anne C. Pekrun, Reinhard Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M) |
title | Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M) |
title_full | Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M) |
title_fullStr | Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M) |
title_full_unstemmed | Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M) |
title_short | Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M) |
title_sort | measuring emotions in mathematics: the achievement emotions questionnaire—mathematics (aeq-m) |
topic | Original Paper |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9607838/ https://www.ncbi.nlm.nih.gov/pubmed/36320409 http://dx.doi.org/10.1007/s11858-022-01425-8 |
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