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Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE)

Author

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  • Sebastián Fierro-Suero

    (Faculty of Education, Psychology and Sport Sciences, Universidad de Huelva; Avda. Tres de marzo s/n, 21071 Huelva, Spain)

  • Bartolomé J. Almagro

    (Faculty of Education, Psychology and Sport Sciences, Universidad de Huelva; Avda. Tres de marzo s/n, 21071 Huelva, Spain)

  • Pedro Sáenz-López

    (Faculty of Education, Psychology and Sport Sciences, Universidad de Huelva; Avda. Tres de marzo s/n, 21071 Huelva, Spain)

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.

Suggested Citation

  • Sebastián Fierro-Suero & Bartolomé J. Almagro & Pedro Sáenz-López, 2020. "Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE)," IJERPH, MDPI, vol. 17(12), pages 1-12, June.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:12:p:4560-:d:375956
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    References listed on IDEAS

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    1. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Joaquín F. Álvarez, 2019. "Validation of the Scale of Emotional States in the Physical Education Context," Sustainability, MDPI, vol. 11(18), pages 1-13, September.
    2. Ruben Trigueros & Marta García-Tascón & Ana M. Gallardo & Antonio Alías & José M. Aguilar-Parra, 2020. "The Influence of the Teacher’s Prosocial Skills on the Mindwandering, Creative Intelligence, Emotions, and Academic Performance of Secondary Students in the Area of Physical Education Classes," IJERPH, MDPI, vol. 17(4), pages 1-10, February.
    3. Sebastián Fierro-Suero & Bartolomé J. Almagro & Pedro Sáenz-López & José Carmona-Márquez, 2020. "Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education," IJERPH, MDPI, vol. 17(11), pages 1-14, June.
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    1. Sebastián Fierro-Suero & Eduardo José Fernández-Ozcorta & Pedro Sáenz-López, 2022. "Students’ Motivational and Emotional Experiences in Physical Education across Profiles of Extracurricular Physical Activity: The Influence in the Intention to Be Active," IJERPH, MDPI, vol. 19(15), pages 1-17, August.

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