مجله رویش روانشناسی از دادن گواهیهای کاغذی معذور است. لطفا تقاضا نکنید. همه گواهی ها در صفحه شخصی کاربران موجود است.
year 14, Issue 6 (summer 2025 2025)
Rooyesh 2025, 14(6): 31-40 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Shafaei Chahchah S M, Delavarpour M. (2025). Psychometric Properties and Invariance of the Elementary School Achievement Emotions Questionnaire. Rooyesh. 14(6), 31-40.
URL: http://frooyesh.ir/article-1-6159-en.html
URL: http://frooyesh.ir/article-1-6159-en.html
1- Ph.d student in Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran.
2- Assistant Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. ,mdelavarpour@semnan.ac.ir
2- Assistant Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. ,
Abstract: (5 Views)
The present study aimed to examine the psychometric properties of the Elementary School Achievement Emotions Questionnaire and the invariance among male and female students in the 4th, 5th, and 6th grades of elementary school. The research method was descriptive of the psychometric type. The statistical population was the secondary of elementary school students in Golbahar city during the 2023-2024 academic year. Using simple random sampling, 904 male and female students completed the Elementary School Achievement Emotions Questionnaire (AEQ-ES) by Lichtenfeld and colleagues (2012) and the Positive and Negative Affect Scale (PANAS-C-SF) by Ebesutani and colleagues (2012). Confirmatory factor analysis, bivariate correlation, and internal consistency tests were used to analyze the data. The results of the higher-order factor analysis showed that the second-order model of achievement emotions in elementary students fit the data well. The results of the multi-group confirmatory factor analysis indicated invariance in the factor structure between male and female students and among the 4th, 5th, and 6th grade levels (P>0/05). The convergent and divergent validity of the variables of the achievement emotions questionnaire showed a correlation between 0.42 and -0.41 with the positive affect scale and a correlation between -0.32 and -0.38 with the negative affect scale (P<0/05). Cronbach's alpha coefficient and composite reliability were between 0.74 and 0.89, indicating the desirable reliability of the questionnaire. The results showed that the Elementary School Achievement Emotions Questionnaire has suitable psychometric properties.
Type of Article: Research |
Subject:
Psychometric
Received: 2025/04/11 | Accepted: 2025/06/26 | ePublished: 2025/09/28
Received: 2025/04/11 | Accepted: 2025/06/26 | ePublished: 2025/09/28
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
