Bieleke Maik, Goetz Thomas, Yanagida Takuya, Botes Elouise, Frenzel Anne C, Pekrun Reinhard
Department of Sport Science, University of Konstanz, 78457 Konstanz, Germany.
Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria.
ZDM. 2023;55(2):269-284. doi: 10.1007/s11858-022-01425-8. Epub 2022 Oct 26.
Understanding the structure, antecedents, and outcomes of students' emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire-Mathematics (AEQ-M), a self-report instrument assessing students' mathematics-related emotions. The AEQ-M measures seven emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across class, learning, and test contexts (internal structure). Based on control-value theory, it is assumed that these emotions are evoked by control and value appraisals, and that they influence students' motivation, learning strategies, and performance (external relations). Despite the popularity and frequent use of the AEQ-M, the research leading to its development has never been published, creating uncertainty about the validity of the proposed internal structure and external relations. We close this gap in Study 1 ( = 781 students, Grades 5-10, mean age 14.1 years, 53.5% female) by demonstrating that emotions are organized across contexts and linked to their proposed antecedents and outcomes. Study 2 ( = 699 students, Grade 7 and 9, mean age 14.0 years, 56.9% female) addresses another deficit in research on the AEQ-M, the lack of evidence regarding the assumption that emotions represent sets of interrelated affective, cognitive, motivational, and physiological/expressive components. We close this gap by evaluating extended AEQ-M scales, systematically assessing these components for five core mathematics emotions (enjoyment, anger, anxiety, hopelessness, boredom). Our work provides solid grounds for future research using the AEQ-M to assess emotions and their components in the domain of mathematics.
理解学生情绪的结构、前因和后果已成为数学教育研究中的一个主要兴趣点。这项工作大多基于数学成就情绪问卷（AEQ-M），这是一种评估学生数学相关情绪的自我报告工具。AEQ-M在课堂、学习和测试情境中测量七种情绪（享受、自豪、愤怒、焦虑、羞耻、绝望、无聊）（内部结构）。基于控制-价值理论，假定这些情绪由控制和价值评估引发，并且它们会影响学生的动机、学习策略和成绩（外部关系）。尽管AEQ-M很受欢迎且经常被使用，但其开发过程中的研究从未发表过，这使得所提出的内部结构和外部关系的有效性存在不确定性。在研究1（n = 781名学生，5至10年级，平均年龄14.1岁，53.5%为女生）中，我们通过证明情绪在不同情境中是有组织的，并与它们所提出的前因和后果相关联，填补了这一空白。研究2（n = 699名学生，7年级和9年级，平均年龄14.0岁，56.9%为女生）解决了AEQ-M研究中的另一个缺陷，即缺乏关于情绪代表相互关联的情感、认知、动机和生理/表达成分集合这一假设的证据。我们通过评估扩展后的AEQ-M量表，系统地评估五种核心数学情绪（享受、愤怒、焦虑、绝望、无聊）的这些成分，填补了这一空白。我们的工作为未来使用AEQ-M评估数学领域中的情绪及其成分的研究提供了坚实的基础。
