Achievement emotions in Germany and China - A cross-cultural validation of the academic emotions questionnaire-mathematics
Achievement emotions in Germany and China - A cross-cultural validation of the academic emotions questionnaire-mathematics
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DOI：
10.1177/0022022107300276
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发表时间：
2007-05-01
影响因子：
3
通讯作者：
Goetz, Thomas
中科院分区：
文献类型：
--
作者：
Frenzel, Anne C.;Thrash, Todd M.;Goetz, Thomas
本研究旨在探讨德、中两个版本的《学业情绪量表-数学》（AEQ-M）的结构可比性和跨文化效用。基于312名德国和579名中国八年级学生的数据，均值和协方差结构分析表明，AEQ-M显示出高度的跨文化测量不变性。此外，AEQ-M评估的情绪表现出类似的模式的关系，自我报告的成就，父母的成就期望，成功和失败的归因在德国和中国的样本。与早期的研究结果一致，中国学生在数学方面的焦虑程度更高。他们还发现，与德国学生相比，他们经历了更多的享受，骄傲和羞耻，以及更少的愤怒。这项研究支持AEQ-M在跨文化研究中的使用，并提供了比以前更广泛的成就情绪的数据。
The aim of this study was to establish the construct comparability and cross-cultural utility of the German and Chinese versions of the Academic Emotions Questionnaire-Mathematics (AEQ-M). Based on data from 312 German and 579 Chinese eighth-grade students, mean and covariance structures analysis revealed that the AEQ-M shows a high degree of measurement invariance across cultures. In addition, the emotions assessed by the AEQ-M showed similar patterns of relationships with self-reports of achievement, parental achievement expectations, and attributions of success and failure across the German and Chinese samples. Confirming earlier findings, Chinese students were found to experience higher levels of anxiety in mathematics. They were also found to experience more enjoyment, pride, and shame, and less anger, than German students. This research supports the use of the AEQ-M in cross-cultural research and provides data about a broader range of achievement emotions than has been investigated previously.