Developing a 24 items’ short-form of learning-related achievement emotions questionnaire (SF-L-AEQ) in Chinese students

Research output: Other contributionOther contributions


Background: While it may have been widely recognized that positivity in daily life can increase the individuals’ emotional well-being, less attention has been put to positivity in the learning process of students. From a perspective of emotions in education, Pekrun [2006] posited that students may experience discrete positive and negative emotions (e.g., enjoyment, hope, anxiety, boredom, hopelessness) in a range of achievement settings (e.g., learning-, class- and test- related). To assess students’ achievement emotions in the three settings, Pekrun and his colleagues developed the Achievement Emotions Questionnaire [AEQ, 232 items, see Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011]. However, the length of the AEQ, to a large extent may limit its feasibility in use with other measures to test the controlvalue conceptual model of achievement emotion. In addition, the AEQ was originally developed in Western university students.
Aim: This study aimed to not only extend prior AEQ research to Chinese secondary students, but also took a focus on developing a short form of the domain of learning related achievement emotions (L-AEQ) with a large sample of Chines secondary students (N = 8759) from three regions of China (Southern, Southwest, and East).
Method: Two survey studies were conducted. The first study tested the full version (75 items) with a sample of 970 students and developed a short form with 24 items to assess learning-related emotions. The second study tested this short form with a sample of 7789 students. Reliability and validity of the SF-L-AEQ to assess positive and negative emotions were tested and compared to the two facets in the full version in the first study. Reliability and validity of the SF-L-AEQ were tested by using a large sample size in study 2.
Results: The SF-L-AEQ showed similarly good relability and model fit indecies as compared to the full version. The replication by using a large sample size of students in study 2 supported what was found with the SF-L-AEQ in study 1.
Conclusions: The 24 items’ of short-form of learning-related achievement emotions questionnaire (SF-L-AEQ), comapred to the original 75 items’ L-AEQ, can be used as a parsimonious screening tool to assess students’ positive and negative emotions in learning situations to cater for students’ emotional needs. For future studies, other control and value variables can also be added with the SF-L-AEQ to test the control-value conceptual model of emotions in a comprehensive way. Copyright © 2018 ECPP.
Original languageEnglish
Publication statusPublished - Jun 2018


Yang, L. (2018, June). Developing a 24 items’ short-form of learning-related achievement emotions questionnaire (SF-L-AEQ) in Chinese students. Poster presented at the 9th European Conference on Positive Psychology: Positive psychology for a flourishing Europe in times of transitions, ELTE Conference Center, Budapest, Hungary.


  • Instrument development
  • Achievement emotions
  • SF-L-AEQ
  • Chinese students


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