AEQ-PHYSICS: A VALID AND RELIABLE TOOL TO MEASURE EMOTIONS IN PHYSICS

Aesha Bhansali, Elizabeth Angstmann, Manjula D. Sharma

Abstract


Undergraduates' emotions in physics are not well studied despite plenty of research showing that students’ emotional engagement influences their academic achievement. Our research uses the Pekrun (2006) model and adapts the associated Achievement Emotions Questionnaire, AEQ. We validate using Confirmatory Factor Analysis and check for reliability with 395 surveys completed by students taking a module run in a face-to-face mode within an introductory physics course. The new survey, called AEQ-Physics, was able to adequately measure and differentiate the following emotions, enjoyment, pride, anger, anxiety, hopelessness and boredom. The AEQ was also administered to students taking the same module in a blended mode, receiving 111 responses. Furthermore, the AEQ-Physics was administered during the COVID-19 affected period; all students were forced to continue online, and 74 responses were received. In this paper, we present Pearson Correlations and descriptive statistics for all three cases. We examine trends and patterns to ascertain if the emotions behave as per the Pekrun conceptual model, affirming that the conceptual basis is suitable for physics courses. The AEQ-Physics can now be used in other contexts providing academics with measures of emotional engagement for use in courses to positively influence students’ achievement.

Keywords


Achievement Emotions Questionnaire, measuring emotional engagement, student engagement, face-to-face and online lectures, blended courses, COVID-19 affected

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