Achievement Emotions Questionnaire-Mathematics (AEQ-M) in adolescents: Factorial structure, measurement invariance and convergent validity with personality. Issue 6 (2nd November 2019)

• Record Type: Journal Article
• Authors: Moreira, Paulo; Cunha, Diana; Inman, Richard A.
• Is Part Of: European journal of developmental psychology. Volume 16:Issue 6(2019)
• Page Start: 750
• Page End: 762
• Publication Date: 2019-11-02
• Subjects: Achievement emotions -- adolescents -- mathematics -- measurement invariance -- validity -- personality; Developmental psychology -- Periodicals; Developmental psychology -- Europe -- Periodicals; 155
• DOI: 10.1080/17405629.2018.1548349
• Languages: English
• ISSNs: 1740-5629

Abstract

ABSTRACT: The Achievement Emotions Questionnaire-Mathematics (AEQ-M) is a self-report measure of emotions experienced in class, when self-studying, and during tests for the domain of mathematics. Our aim was to present a Portuguese version of this instrument for use with adolescents and to test its reliability, factorial structure, measurement invariance, and construct validity with personality dimensions. Our sample comprised 1, 387 Portuguese students from the 7th, 8th and 9th grades (mean age = 13.2 years). Student responses to the AEQ-M were found to be reliable. Confirmatory factor analysis validated a seven-emotion × three-setting factorial structure. This model demonstrated measurement invariance across gender and grade. As a demonstration of construct validity, the emotions measured by the AEQ-M showed a pattern of associations with psychobiological personality dimensions that were in line with theoretical predictions. These results validate the AEQ-M as a suitable instrument for assessing adolescents' mathematics-related achievement emotions and their associations with personality.