The phrase "achievement emotion" is not a standard expression in written English and may not be widely recognized.
It could be used in contexts discussing feelings associated with accomplishments, but it may require clarification or rephrasing for better understanding.
Example: "The achievement emotion I felt after completing the marathon was overwhelming."
Alternatives: "feeling of accomplishment" or "sense of achievement."
Aside from test anxiety scales, measurement instruments assessing students' achievement emotions are largely lacking.
This article reports on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emotions experienced by students in academic settings.
Control-Value Theory of Achievement Emotions is the conceptual framework that guided the evaluation of this investigation.
All scales had adequate psychometric characteristics and were meaningfully related to the external variables examined (i.e. gender, cognitive appraisals, achievement emotions, academic achievement and goal orientations).
The control-value theory implies that shaping educational environments in adequate ways can help to change achievement emotions other than anxiety as well.
The present study investigated the effect of perceived control on trends of discrete achievement emotions during learning using a tower defense game designed for teaching human liver functionalities.
This chapter presents an overview of the assumptions and corollaries of the control-value theory of achievement emotions, as well as some of its implications for educational practice.
Scale construction used a rational empirical strategy based on Pekrun's (2006) control-value theory of achievement emotions and prior exploratory research.
The perception of control and achievement emotions, namely enjoyment, boredom, anger, and frustration, were assessed via questionnaire after each of three rounds of gameplay.
Future research should systematically explore measures to help both students and teachers to develop adaptive achievement emotions, prevent maladaptive emotions, and use their emotions in productive and healthy ways.
