Measuring the impact of teaching approaches on achievement‐related emotions: The use of the Achievement Emotions Questionnaire

Starkey-Perret, Rebecca; Deledalle, Aurore; Jeoffrion, Christine; Rowe, Charlotte

doi:10.1111/bjep.12193

Cited by 11 publications

(7 citation statements)

References 40 publications

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“…Moreover, these discrete positive emotions and negative emotions are presumed to differentially relate to a wide range of learning outcomes (e.g., motivation, cognition, interest, learning strategies, and performance; see Pekrun et al, 2011). Although this line of emotion research has traditionally tended to focus on domain-general emotion variables, such as general test anxiety, or on students' math-related emotions (e.g., Goetz et al, 2010;Pekrun et al, 2017), the construct of achievement emotions has recently attracted increasing attention from L2 researchers (e.g., Starkey-Perret et al, 2018;Shao et al, 2019Shao et al, , 2020Davari et al, 2020). As Davari et al (2020, p. 4) pointed out, "Adherence to a complex system of learning emotions would set L2 researchers free of a narrow, discrete approach to investigating language emotions.…”

Section: Emotionsmentioning

confidence: 99%

“…Specifically, employing a short-version of the achievement emotion questionnaire (AEQ; Pekrun et al, 2005Pekrun et al, , 2011, Starkey-Perret et al (2018) examined the impact of two FL teaching approaches (i.e., traditional approach vs. task-based teaching) on learners' two positive emotions (enjoyment and pride) and five negative emotions (anger, anxiety, shame, hopelessness, and boredom) in an urban middle school in France in three settings (class, learning, and test). Results of the study provided support for the reliability and validity of the AEQ for measuring language learning emotions.…”

Section: Emotionsmentioning

confidence: 99%

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Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model

et al. 2020

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Although emotion research and positive psychology (PP) have recently gained strong momentum in the field of second language acquisition (SLA), theoretical models linking language emotion and PP research, which offer insights for both research and intervention practice are lacking. To address this gap, the present article first introduces the origin, concept, and research around PP. Next, it summarizes recent research on PP and emotions in SLA. Finally, by triangulating emotion theories and research in the fields of psychology, education, and SLA, we propose a new model, which merges the three pillars of PP (positive institutions, positive characteristics, and positive emotions) with the antecedents, outcomes, and interventions of second language (L2) emotions (the L2EPP model). The value of the model to L2 pedagogy and research is highlighted in the context of the importance of integrating PP into the area of emotions and instructed SLA.

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Section: Emotionsmentioning

confidence: 99%

Section: Emotionsmentioning

confidence: 99%

Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model

et al. 2020

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“…However, these studies have predominantly focused on students' math-related or domain-general emotions. The AEQ has only recently been employed to measure achievement emotions in the field of L2 learning to cater to the need for reliable and valid instruments measuring multiple emotions in this domain (Davari et al, 2020;Shao et al, 2020b;Starkey-Perret et al, 2018;Wang et al, 2021). Davari et al (2020)…”

Section: Construction and Validation Of The Aeqmentioning

confidence: 99%

Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning

Shao

Loderer

Marsh

et al. 2023

Language Teaching Research

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This study used Pekrun’s control-value theory (CVT) as a framework to validate the Achievement Emotion Questionnaire – Second Language Learning (AEQ-L2L) for assessing eight student emotions in second language (L2) learning. We tested and validated the instrument in two samples using three waves of data, with a total number of 1,021 Chinese university students. Item and scale statistics indicate the AEQ-L2L is reliable. Moreover, single- and multi-group confirmatory factor analysis supported the hierarchical four-factor component structure of L2 emotions in and across the two student groups. Furthermore, multi-model comparison indicated that language emotions are best represented by considering both the distinctiveness of the eight examined emotions and their component structure. Finally, latent correlation analysis demonstrated the external validity of the AEQ-L2L in terms of linkages with appraisals, motivation and language achievement. Findings are discussed by highlighting the unique value of the AEQ-L2L for investigating a broad range of emotions in language education.

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“…Since the 1980s, the field of teaching began to pay attention to emotion, a large number of researchers have done a lot of efforts and effective work. They reflect on teaching from multiple dimensions and perspectives and try to build a new multi-level emotion theory and emotion based learning theory system and framework [7].…”

Section: Research On Teaching Emotions In Network Environmentmentioning

confidence: 99%

The Influence of Learner Affective Factors on Foreign Language Teaching in the Network Environment

Xu¹

2020

PRA

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The rapid development of science and technology such as artificial intelligence, big data, informatization, and networking has led to the growing demand for online English learning, and the problem of lack of emotion in online English teaching has become increasingly prominent. How to effectively solve this problem has become a new research hotspot in the education field. From the perspective of learners, this paper discusses the influence of students' emotional factors on College Students' autonomous learning ability, analyzes which factors are conducive to the cultivation of students' autonomous learning ability and which factors will hinder the cultivation of autonomous learning ability, so as to pay attention to students' emotions in future English teaching and better cultivate their autonomous learning ability.

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Measuring the impact of teaching approaches on achievement‐related emotions: The use of the Achievement Emotions Questionnaire

Abstract: Implications for further research and educational practice are discussed.

Cited by 11 publications

References 40 publications

Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model

Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model

Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning

The Influence of Learner Affective Factors on Foreign Language Teaching in the Network Environment

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