Adaptation and Testing of the Factorial Structure of the Achievement Emotional Questionnaire-Short to the Spanish Context of Physical Education Classes

Autor/inn/en	Trigueros, Rubén; Aguilar-Parra, José M.
Titel	Adaptation and Testing of the Factorial Structure of the Achievement Emotional Questionnaire-Short to the Spanish Context of Physical Education Classes
Quelle	In: European Physical Education Review, 28 (2022) 3, S.777-796 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trigueros, Rubén)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X221082993
Schlagwörter	Test Construction; Physical Education; Secondary School Students; Psychometrics; Factor Analysis; Test Reliability; Test Validity; Factor Structure; Emotional Response; Questionnaires; Foreign Countries; Translation; Spanish; Grades (Scholastic); Spain + Suchen Sie Ihr Suchwort? Testaufbau; Körpererziehung; Sportunterricht; Sekundarschüler; Psychometry; Psychometrie; Faktorenanalyse; Testreliabilität; Testvalidität; Faktorenstruktur; Emotionales Verhalten; Fragebogen; Ausland; Spanisch; Notenspiegel; Spanien
Abstract	The aim of the present study is to adapt and test the factor structure of the Achievement Emotions Questionnaire-Short version (AEQ-S) in the Spanish context of physical education, in order to assess students' emotions toward the area of physical education (AEQ-S PE). A total of 1495 secondary school students with an average age of 15.66 years took part in the study. The scale was adapted using the Hambleton method and with the support of a group of expert psychologists and teachers. To analyze the psychometric properties of the questionnaire, several analyses were carried out, such as exploratory factor analysis, confirmatory factor analysis, reliability analysis, and criterion validity analysis. The results showed that the factor structure of the questionnaire is in accordance with the original one, supporting the structure of eight emotions. Reliability analyses were above 0.70 for the subscales. Additionally, the levels of temporal stability were adequate. In addition, criterion validity reflected the positive association of positive emotions with academic performance. In contrast, negative emotions showed a negative association with academic performance. The results of this study provide evidence of reliability and factorial validity of the AEQ-S PE in the Spanish context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01