Development of the Japanese Version of the Achievement Emotions Questionnaire ? Elementary School (AEQ‐ES‐J)
Development of the Japanese Version of the Achievement Emotions Questionnaire ? Elementary School (AEQ‐ES‐J)
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日语版成就情绪问卷（AEQ-ES-J）的开发？
DOI：
10.1111/jpr.12303
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发表时间：
2022
影响因子：
0.8
通讯作者：
Tonegawa Akiko
中科院分区：
文献类型：
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作者：
Suzuki Masayuki;Tonegawa Akiko
本研究的目的是开发和验证日本版的成就情绪问卷-小学（AEQ-ES），该问卷评估小学生在上课，做作业和参加考试的情况下经历的快乐，焦虑和无聊。日本小学生（第一次调查n= 863;第二次调查n= 332）参加了问卷调查。结果表明，日本AEQ-ES的心理测量特性与原始版本相当。此外，研究结果还表明，学生的成就情绪与他们的控制和价值评价，以及他们的学习动机，学习策略，学习成绩和教师的支持。这些结果表明，AEQ-ES日文版是一个很好的测量小学生的情绪和支持的命题控制价值理论的成就情绪。
The purpose of this study was to develop and validate a Japanese version of the Achievement Emotions Questionnaire – Elementary School (AEQ‐ES), which assesses enjoyment, anxiety, and boredom experienced by elementary school students within the settings of attending class, doing homework, and taking tests. Japanese elementary school students (n= 863 for the first survey;n= 332 for the second survey) participated in the questionnaire survey. The results showed that the psychometric properties of the Japanese AEQ‐ES were comparable to those of the original version. Moreover, the results showed that students' achievement emotions were associated with their control and value appraisals, as well as their academic motivation, learning strategies, academic performance, and support from teachers. These results indicated that the Japanese version of the AEQ‐ES was a good measure of elementary school students' emotions and supported the propositions of the control–value theory of achievement emotions.