"My questionnaire is too long!" The assessments of motivational-affective constructs with three-item and single-item measures.

Autor/inn/en	Gogol, Katarzyna; Brunner, Martin; Goetz, Thomas; Martin, Romain; Ugen, Sonja; Keller, Ulrich; Fischbach, Antoine; Preckel, Franzis
Titel	"My questionnaire is too long!" The assessments of motivational-affective constructs with three-item and single-item measures. Gefälligkeitsübersetzung: Mein Fragebogen ist zu lang! Die Messung motivational-affektiver Konstrukte mit Drei-Item- und Ein-Item-Skalen.
Quelle	In: Contemporary educational psychology, 39 (2014) 3, S. 188-205Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2014.04.002
Schlagwörter	Angst; Selbstkonzept; Psychologische Messung; Test; Fragebogen; Methode; Item
Abstract	Investigated the feasibility of short scales and single-item measures as alternatives to long questionnaires using the motivational-affective constructs academic anxiety and academic self-concept. Assessment measures for 3,879 ninth-grade students included constructed short and single-item scales, a 17-item full scale based on the Test Anxiety Inventory and the Academic Emotions Questionnaire (AEQ), a full scale to assess academic self-concept based on the Academic Self-Description Questionnaire (ASDQ), as well as competency tests in mathematics, and German and French reading comprehension. Students' socioeconomic status was estimated with the International Socio-Economic Index of Occupational Status (ISEI). Results indicate that short forms of domain-general and domain-specific academic anxieties and academic self-concepts can be recommended as reasonable alternatives to their corresponding long scales when study designs require brief measures. Single-item measures may be considered on the two core motivational-affective student characteristics of academic anxiety and self-concept. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3