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Journals / Türk Psikolojik Danışma ve Rehberlik Dergisi / 2019 / Cilt: 9 - Sayı: 53

Turkish Adaptation of Mathematics Achievement Emotions Questionnaire (AEQ-M): Reliability and Validity Study

Başak ÇALIK
Yeşim ÇAPA AYDIN
Pages
523–545
Publication Date
2019-06-25
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Overall, the Turkish adaptation of AEQ-M yielded valid and reliable scores to assess different mathematics achievement emotions of middle school students.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to adapt Mathematics Achievement Emotions Questionnaire (AEQ-M) to Turkish language and provide evidence for the psychometric characteristics of the instrument.
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Key Findings & Data:The scale was administered first to 746 and then to 2250 students, in Study 1 and 2 respectively.
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Conclusion & Impact:Overall, the Turkish adaptation of AEQ-M yielded valid and reliable scores to assess different mathematics achievement emotions of middle school students.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Achievement emotions · control-value theory · mathematics education

Özet

This study aimed to adapt Mathematics Achievement Emotions Questionnaire (AEQ-M) to Turkish language and provide evidence for the psychometric characteristics of the instrument. The scale was first translated to the Turkish and back translated to the English. Before finalizing the instrument, cognitive interviews were done with three middle school students and expert opinions were obtained from two experts in the field. Participants were sixth, seventh, and eighth grade middle school students in Ankara, Turkey. The scale was administered first to 746 and then to 2250 students, in Study 1 and 2 respectively. Confirmatory factor analysis suggested the seven-factor emotion model consistent with the original model. Besides, the relationships between each emotion and test anxiety were examined in Study 1 as further validity evidence. Positive and significant relationship appeared with negative emotions (i.e., anxiety, anger, shame, hopelessness, and boredom) of the AEQ-M. Cronbach alpha coefficients were high and ranged from .82 to .93. Overall, the Turkish adaptation of AEQ-M yielded valid and reliable scores to assess different mathematics achievement emotions of middle school students.

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Cite This Article

ÇALIK, B., AYDIN, Y. Ç. (2019). Turkish Adaptation of Mathematics Achievement Emotions Questionnaire (AEQ-M): Reliability and Validity Study. Türk Psikolojik Danışma ve Rehberlik Dergisi, Cilt: 9 - Sayı: 53, 523–545. https://ajindex.com/articles/64399

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