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A short form of the achievement emotions questionnaire: Measurement model and its association with career adaptability, epistemic emotion, academic buoyancy, and academic satisfaction

Rezaiee Mohsen (Department of Psychology and Education Science, Ferdowsi University of Mashhad, Mashhad, Iran)
Kareshki Hossein (Department of Psychology and Education Science, Ferdowsi University of Mashhad, Mashhad, Iran), kareshki@um.ac.ir
Yazdi Seyed Amir Amin (Department of Psychology and Education Science, Ferdowsi University of Mashhad, Mashhad, Iran)

This study aimed to evaluate the psychometric properties of the achievement emotions questionnaire (AEQ-S) among Persian speakers. In total, 1153 (41.4% men) academic students in the age range of 17-29 participated (M = 21.63, SD = 2.24). Participants also completed the Career Adaptability, Epistemic Emotion, Academic Buoyancy, and Academic Satisfaction Inventory. Confirmatory factor analysis (CFA) was performed to test the factor structure of the questionnaire. The factor structure was similar to the one obtained on the original sample. The questionnaire showed a high level of internal consistency (Cronbach's α = .93 and McDonald's Omega = .87). Correlations of AEQ-S with other psychological constructs were calculated as well. The findings indicate that the short form of the questionnaire is a valid and reliable tool for assessing achievement emotions during student activities and outcomes. From a therapeutic and practical point of view, student-related organizations can use this educational tool to screen students.

Keywords: achievement emotion, psychometric, validity, reliability, student