The increased use of technology within the educational field gives rise to the need for developing valid instruments to measure key constructs associated with performance. We present some self-report instruments developed and/or validated in the Italian context that could be used to assess achievement emotions and correlates, within the theoretical framework of Pekrun’s control-value model. First, we propose some data related to the construction of two instruments developed to assess ten achievement emotions: the Brief Achievement Emotions Questionnaire, BR-AEQ, used with college students, and the Graduated Achievement Emotions Set, GR-AES, used with primary school students. Second, we describe some data concerning the validation within the Italian context of two instruments assessing achievement goals as antecedents of achievement emotions: the Achievement Goal Questionnaire-Revised, AGQ-R, and its more recent version based on the 3 X 2 achievement goal model.

Achievement emotions in technology enhanced learning: Development and validation of self-report instruments in the italian context

RACCANELLO, Daniela;BRONDINO, MARGHERITA;PASINI, Margherita
2014

Abstract

The increased use of technology within the educational field gives rise to the need for developing valid instruments to measure key constructs associated with performance. We present some self-report instruments developed and/or validated in the Italian context that could be used to assess achievement emotions and correlates, within the theoretical framework of Pekrun’s control-value model. First, we propose some data related to the construction of two instruments developed to assess ten achievement emotions: the Brief Achievement Emotions Questionnaire, BR-AEQ, used with college students, and the Graduated Achievement Emotions Set, GR-AES, used with primary school students. Second, we describe some data concerning the validation within the Italian context of two instruments assessing achievement goals as antecedents of achievement emotions: the Achievement Goal Questionnaire-Revised, AGQ-R, and its more recent version based on the 3 X 2 achievement goal model.
Achievement Emotions; Learning Environment Design; Technology Enhanced Learning; Achievement Goals; Assessment
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11562/921586
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