Measuring the impact of teaching approaches on achievement‐related emotions: The use of the Achievement Emotions Questionnaire. (25th September 2017)

• Record Type: Journal Article
• Authors: Starkey‐Perret, Rebecca; Deledalle, Aurore; Jeoffrion, Christine; Rowe, Charlotte
• Is Part Of: British journal of educational psychology. Volume 88:Number 3(2018)
• Page Start: 446
• Page End: 464
• Publication Date: 2017-09-25
• Subjects: achievement emotions -- language learning -- language teaching -- pedagogy -- second language acquisition -- task‐based learning and teaching; Educational psychology -- Periodicals; 370.1505
• DOI: 10.1111/bjep.12193
• Languages: English
• ISSNs: 0007-0998

Abstract

Abstract : Background: This study focuses on achievement emotions in a context of foreign language acquisition in a French‐speaking population. Aims: Firstly, the reliability and construct validity of the Achievement Emotion Questionnaire were examined; the second aim was to compare the effectiveness of two teaching approaches, classical and task‐based learning and teaching (TBLT) on students' emotions over time. Sample: This study involves 299 participants. Methods: Achievement Emotions were rated with a self‐administrated questionnaire at the beginning of the academic year and at its end. Results: To verify the psychometric aim, a series of confirmatory factor analyses were computed and showed that the original multifactorial structure proposed by Pekrun et al . (2010) had the best fit. For the second aim, the results showed that all of the achievement emotions reduced in intensity over the school year (apart from boredom) and this reduction is higher for the anxiety level of pupils in 6th grade with TBLT. Conclusions: Implications for further research and educational practice are discussed.