Abstract
The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been measured in different subjects and countries. The purpose of this research was to adapt and validate this questionnaire to assess achievement emotions in physical education. The sample of participants consisted of 902 (Mage = 13.15, SD = 1.17) secondary education students from various secondary schools in Spain. The psychometric properties of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) indicate that the scales are reliable and valid, as demonstrated by exploratory and confirmatory factor analysis, temporal stability, internal consistency and regression analysis. Considering the results achieved in the present study, the AEQ-PE opens a range of possibilities for both teachers and researchers. This instrument will help to understand the role of emotions in student learning and their motivation towards physical education.
Highlights
Emotions include sets of coordinated psychological processes, including affective, cognitive, physiological, motivational and expressive components [1]
The results of the analysis show a good fit to the six-factor model: χ2 (237) = 491, p < 0.001, χ2 /df = 2.072, comparative fit index (CFI) = 0.942, Tucker–Lewis index (TLI) = 0.932, incremental fit index (IFI) = 0.942, goodness of fit index (GFI) = 0.915, root-mean-square error of approximation (RMSEA) = 0.049, SRMR = 0.044
The AEQ-PA measures the six emotions that were shown to be the most important, covering the three main quadrants of the control-value theory of achievement emotions (CVTAE) [2]. With this in mind the Achievement Emotions Questionnaire for Physical Education (AEQ-physical education (PE)) was created, including only the versions of questions referring to the "in-class" context, which is better suited to the nature of PE
Summary
Emotions include sets of coordinated psychological processes, including affective, cognitive, physiological, motivational and expressive components [1]. On the one hand, learning experiences that stimulate positive emotions because they are fun and stimulating help students to have feelings of flexibility, attention, physical health and higher performance [8,9]. Teachers who use monotonous teaching styles or create learning environments with excessive student failure will promote negative emotions such as boredom [10], anxiety and anger [11]. These negative emotions were associated with harm to student attention, reduction in interest and the promotion of superficial levels of learning and motivation [8]. Students will enjoy learning if they feel competent to
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