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The Achievement Emotions Questionnaire-Argentine (AEQ-AR): internal and external validity, reliability, gender differences and norm-referenced interpretation of test scores
This article reports on the reliability, internal validity, external validity, gender differences, and norms of a Spanish version of the Achievement Emotions Questionnaire (Pekrun et al., 2011) adapted for Argentinean university students (namely AEQ-AR). The AEQ-AR c...
This article reports on the reliability, internal validity, external validity, gender differences, and norms of a Spanish version of the Achievement Emotions Questionnaire (Pekrun et al., 2011) adapted for Argentinean university students (namely AEQ-AR). The AEQ-AR contains 24 scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during class, while studying, and when taking tests and exams. Argentinean undergraduates studying at the National University of Córdoba participated in the study. An estimation sample (N = 400) and a validation sample (N = 266) were formed to examine internal validity and reliability. The total sample (N = 666) was used to analyze external validity, gender differences and to obtain norms for the scales. Results indicate that the scales are reliable, internally valid as demonstrated by exploratory and confirmatory factor analysis, and externally valid in terms of relationships with task value, social academic self-efficacy, achievement goals, avoidance of help seeking, and academic performance. In addition, partial support for the gender differences hypothesis of prospective and retrospective emotions related to negative results was found. The obtained norms for male and female students will allow interpret the scores obtained for practical purposes. Finally, instructions and scales of the AEQ-AR are presented in the appendix.
