While a growing body of studies have been conducted on exploring the important role of emotions in motivation and learning performance of students in high education, comparatively less effort has been put on a comprehensive understanding of learning-related emotions among secondary students. Based on recent advancies in achievement emotions research, the present study aimed to validate the Chinese version of the learning-related achievement emotions questionnaire (LAEQ, developed by Pekrun, Goetz, & Perry, 2005) with a sample of secondary students in China’s vocational education (N =360). Both within-network and between-network of validity approaches were adopted in testing the construct validity of the LAEQ. Overall, the results of a series of confirmatory factor analyses (CFAs) supported the internal structure of the LAEQ demonstrated in previous research. By using achievement scores as external validity criteria, we also found academic achievement was positively and significantly correlated with enjoyment, hope, and pride (three positive emotions), whereas negatively correlated with anger, anxiety, shame, boredom, hopelessness (five negative emotions). Despite similarities with previous research, however, we also found some differences in the internal structures of LAEQ (e.g., anxiety, shame) in Chinese students. The results are discussed in light of the theoretical framework of the LAEQ and socio-cultural influences on Chinese students’ learning-related achievement emotions. Implications to students’ learning motivation and pedagogy are discussed.
|Publication status||Published - Jun 2015|