CRINI-EA 1162, University of Nantes, France.
Faculty of Psychology, LPPL-EA 4638, University of Nantes, France.
Br J Educ Psychol. 2018 Sep;88(3):446-464. doi: 10.1111/bjep.12193. Epub 2017 Sep 25.
This study focuses on achievement emotions in a context of foreign language acquisition in a French-speaking population.
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.
This study involves 299 participants.
Achievement Emotions were rated with a self-administrated questionnaire at the beginning of the academic year and at its end.
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.
Implications for further research and educational practice are discussed.
本研究关注的是法语人群外语习得背景下的成就情绪。
首先，检验成就情绪问卷的信度和结构效度；其次，比较传统教学法和任务型教学法（TBLT）对学生情绪的影响。
本研究共涉及 299 名参与者。
采用自我管理的问卷在学年开始和结束时评估成就情绪。
为了验证心理测量学目标，进行了一系列验证性因素分析，结果表明 Pekrun 等人（2010 年）提出的原始多因素结构具有最佳拟合度。对于第二个目标，结果表明，除了无聊感外，整个学年中学生的各种成就情绪的强度都有所降低，而 TBLT 对六年级学生的焦虑水平的降低更为明显。
讨论了进一步研究和教育实践的意义。
