Achievement Emotions Questionnaire

(AEQ)
- Users Manual -

Manual Version 2005

Reinhard Pekrun
Thomas Goetz
Department of Psychology
University of Munich
Germany
Raymond P. Perry
University of Manitoba
Canada

Suggested further citation for the AEQ:

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students selfregulated learning and achievement: A program of quantitative and qualitative research.
Educational Psychologist, 37, 91-106.
Please address correspondence to Dr. R. Pekrun, Department of Psychology, University of Munich,
Leopoldstrasse 13, D-80802 Muenchen, Phone +49-89-2180-5149, Fax +49-89-2180-5250, E-mail
<pekrun@edupsy.uni-muenchen.de>.
2005 R. Pekrun, T. Goetz, R. P. Perry. All rights reserved.

AEQ

Acknowledgement
The development of the AEQ was supported by two research grants from the German Research
Foundation (DFG) to the first author (Pe 320/7-1, 320/7-3) and by a TransCoop grant to the first and
third author from the German American Academic Council. We want to thank Stefan Molfenter,
Wolfram Titz, Sabine Brettmann, Michaela Burger, Anne C. Frenzel, Steve Hladkyj, Michaela
Hochstadt, Barbara Jacob, Klaudia Kramer, Barbara Lerch, and Ute Reit for their help in developing
the AEQ.

AEQ

Contents

1.

Introduction
1.1
1.2
1.3
1.4
1.5
1.6

2.

General Description
Theoretical Framework of the AEQ
Development of the AEQ
Item and Scale Characteristics
Administering and Scoring the AEQ
Using the AEQ to assess Course-Specific and State Achievement Emotions

3
3
4
5
5
5

Listing of Scales and Instructions

2.1
2.2
2.3

Class-Related Emotion Scales

Learning-Related Emotion Scales
Test-Related Emotion Scales

3.

The Achievement Emotions Questionnaire

4.

Alternative Instructions for Assessing Course-Specific and

State Emotions
3.1
3.2

Assessment of Course-Specific Achievement Emotions

Assessment of State Achievement Emotions

7
16
25

34

48
49

5.

References

51

6.

Appendix: Scale Correlations

53

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1.

Introduction

1.1

General Description

The Achievement Emotions Questionnaire (AEQ) is a multidimensional self-report instrument

designed to assess college students achievement emotions. It is based on a program of quantitative
and qualitative research that examined students emotions experienced in academic achievement
situations (for a summary, see Pekrun, Goetz, Titz, & Perry, 2002a). The AEQ measures a number
of discrete emotions for each of the three main categories of academic achievement situations, that
is, attending class, studying, and writing tests and exams. In its current version, the AEQ can be
used to assess eight different class-related emotions, eight learning-related emotions, and eight test
emotions. The test emotions section of the instrument has been published under the name Test
Emotions Questionnaire (TEQ; Pekrun, Goetz, Perry, Kramer, & Hochstadt, 2004). The Test
Emotions Questionnaire is an integral part of the AEQ.
There are three sections to the AEQ, containing the class-related, learning-related, and test-related
emotion scales. The class-related emotion scales include 80 items and measure the following eight
emotions: class-related enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom.
The learning-related emotion scales consist of 75 items assessing the same set of emotions in
situations of studying. The eight test emotion scales include 77 items pertaining to test-related
enjoyment, hope, pride, relief, anger, anxiety, shame, and hopelessness.
Within each section, the items are ordered in three blocks assessing emotional experiences before,
during, and after being in achievement situations addressed by the section. For example, the section
on test emotions contains three blocks of items pertaining to emotions experienced before, during,
and after taking tests. Sequencing items this way is in line with principles of situation-reaction
inventories (Endler & Okada, 1975) and aims at helping respondents to access their emotional
memories.
The AEQ assesses students typical, individual emotional reactions in achievement situations (trait
achievement emotions). By using alternative instructions, it can also be used to measure emotions
experienced in single courses (course-specific emotions), or in specific situations at specified points
of time (state achievement emotions; see sections 1.2, 1.6 and 4).
There are German-language versions of the AEQ scales (Molfenter, 1999; Titz, 2001), as well as
domain-specific variants assessing middle and high school students emotions experienced in
mathematics and language-related subjects (Achievement Emotions Questionnaire Mathematics,
AEQ-M; Goetz, 2004; Pekrun et al., 2003; Achievement Emotions Questionnaire Language,
AEQ-L; Goetz, Pekrun, Hall, & Haag, in press). Currently, the AEQ-M is available in English,
German, and Chinese language versions, and the AEQ-L in English and German versions.

AEQ

1.2

Theoretical Framework of the AEQ

Definition and components of achievement emotion. In line with contemporary component

process models of emotions (Scherer, 2000), we view emotions as sets of interrelated psychological
processes including affective, cognitive, physiological, and motivational components (e.g., feeling
tense and uneasy, worrying, being activated physiologically, and wanting to escape in anxiety).
Such a conception is in line with component models of test anxiety addressing affective, cognitive,
and physiological facets of this emotion (Zeidner, 1998). However, it extends beyond traditional
models of test anxiety by taking motivational components into account as well. Achievement
emotions are defined as emotions that are directly linked to achievement activities or achievement
outcomes. In past research, studies on achievement emotions typically focused on emotions relating
to achievement outcomes (like anxiety, pride, or shame linked to success and failure). The definition
used by the AEQ implies that emotions pertaining to achievement-related activities are also
considered as achievement emotions. Examples are enjoyment of learning, boredom experienced in
classroom instruction, or anger at the task demands of academic learning.
Emotions assessed by the AEQ: Representing the valence x activation circumplex. Four positive
emotions (enjoyment, hope, pride, and relief) and five negative emotions (anger, anxiety,
hopelessness, shame, and boredom) are assessed by the AEQ. The decision to include these
emotions was based on two main criteria. First, the AEQ addresses emotions that are experienced
frequently by college students (Pekrun, 1992; Pekrun et al., 2002a). Second, emotions can be
grouped according to the two dimensions of valence (positive vs. negative) and activation
(activating vs. deactivating; see Tellegen, Watson & Clark, 1999; Watson & Clark, 1992). These
two dimensions can be regarded as being essential for the effects of emotions on learning,
achievement, personality development, and health. Combining the two dimensions provides four
categories of emotions. The AEQ represents emotions of each of these four categories (positive
activating: enjoyment, hope, pride; positive deactivating: relief; negative activating: anger, anxiety,
shame; negative deactivating: hopelessness, boredom).
Contextualizing emotional experiences: Class-related, learning-related, and test-related emotions.
Attending class, studying, and taking tests and exams are the three most important types of
achievement situations at college and university. These situations differ concerning their functions
and social structures. By implication, it can be assumed that emotions regarding these situations can
differ as well. For example, enjoyment of classroom instruction may be different from enjoying the
challenge of an exam. Some students may be excited when going to class, others when writing
exams. Therefore, the AEQ provides separate scales for class-related, learning-related, and testrelated emotions.
Trait vs. state achievement emotions. As emotions generally, achievement emotions can be
conceptualized in trait-like or state-like ways. The defining characteristic of the trait vs. state
distinction is the temporal generality of the emotion under consideration. For example, habitual test
anxiety as measured by traditional test anxiety scales is being regarded as a trait emotion, whereas
anxiety experienced an hour before a specific exam would be viewed as a state emotion
(Spielberger, Anton & Bedell, 1976). On a conceptual continuum representing emotional traits
versus states, emotions typically experienced by a student in a specific semester-long course would
be located in between trait and state emotions. The AEQ can be used to assess all three types of

AEQ

achievement emotions (trait, course-specific, state) in each of the three types of achievement
settings (classroom instruction, studying, tests and exams) by adapting the instructions accordingly
(see sections 1.6 and 4).

1.3

Development of the AEQ

Scale and item development of the AEQ was based on student reports gained in qualitative,
exploratory studies on students emotional experiences in different achievement situations (Pekrun,
1992; Molfenter, 1999; Titz, 2001). Concerning test-related anxiety, item construction was based on
Sarasons (1984) Reactions-to-Tests Questionnaire and Hodapp and Bensons (1997) Integrative
Test Anxiety Questionnaire. From an initial item pool, items were selected for preliminary versions
of the scales by using expert judgment and criteria of redundancy. Selection of items for the final
German versions was based on item statistics of the preliminary versions and on results of
confirmatory factor analysis (see Titz, 2001, for the class-related and learning-related emotion
scales; and Molfenter, 1999; Pekrun et al., 2004, for the test emotion scales).
The final German AEQ scales were translated into the English language by a team of three experts,
two of them bilingual. A backtranslation procedure was used to ensure content-related item
equivalence. The English AEQ scales were administered to a sample of N = 389 students enrolled in
undergraduate psychology courses at a large midwestern Canadian university (234 females, 155
males; mean age 20.63 years, SD = 3.48). Item and scale characteristics reported in section 2 are
based on this sample.

1.4

Item and Scale Characteristics

The scales of the AEQ are detailed in section 2 of this manual. The section includes all items of the
AEQ, ordered by scale. Descriptive item statistics (means, standard deviations, part-whole corrected
item-total correlations) and scale statistics (means, standard deviations, reliabilities) are reported as
well. These statistics indicate that there is sufficient item score variation, and that item-total
correlations are robust. Also, there is sufficient variation of scale scores for each scale. The
reliabilities of the AEQ scales range from adequate to very good (Alpha = .75 to .93, with Alpha >
.80 for 20 of the 24 scales).
Scale correlations are shown in the Appendix. Most of these correlations are low to medium, thus
indicating discriminant validity. As is typical with emotion scales, higher correlations are found for
neighboring emotions (e.g., test anxiety and test hopelessness). However, as a general rule, even
correlations for neighboring emotions are low to medium when the AEQ is used to assess state
achievement emotions (for a more detailed discussion of interrelations of achievement emotions, see
Pekrun et al., 2002a, and Pekrun et al., 2004). The internal structural validity of the AEQ scales in
terms of emotion component structures has been analyzed by means of exploratory and confirmatory
factor analysis (Goetz, 2004; Molfenter, 1999; Pekrun et al., 2004; Titz, 2001).
The AEQ has been shown to be predictive for students academic achievement, course enrollment,
and dropout rates. For example, in the study reported by Titz (2001), correlations between university
students class-related and learning-related enjoyment, hope, and pride, on the one hand, and their

AEQ

grades on mid-studies exams, on the other, ranged from r = .27 to .45. Correlations for class-related
and learning-related anxiety, shame, and hopelessness were in the range of r = -.24 to -.46. Also,
achievement emotions as assessed by the AEQ relate to components of students learning processes
such as study interest, intrinsic and extrinsic motivation to learn, cognitive and metacognitive
strategies of learning, the investment of study effort, and the self-regulation of academic learning.
Furthermore, scales of the AEQ relate to students health and well-being. Gender, social feedback,
teachers classroom management and instructional behavior, and the social climate of classrooms
have been shown to be further important correlates of the achievement emotions assessed by the
AEQ. A more detailed discussion of these relations is beyond the scope of this manual (see Goetz,
2004; Goetz, Pekrun, Hall, & Haag, in press; Kleine, Goetz, Pekrun, & Hall, 2005; Molfenter, 1999;
Pekrun, 2000; Pekrun & Goetz, 2005; Pekrun et al., 2002a, 2002b; Pekrun et al., 2004; Perry,
Hladkyi, Pekrun, & Pelletier, 2001; Perry, Hladkyj, Pekrun, Clifton, & Chipperfield, 2005; Ruthig et
al., 2005; Spangler, Pekrun, Kramer, & Hofmann, 2002; Titz, 2001).

1.5

Administering and Scoring the AEQ

The three sections of the AEQ can be used together or singly. Within each section, the different
emotion scales can also be used separately. The instrument is designed to be modular and can be
used to fit the needs of the researcher. It can be given in class and takes approximately 40-50
minutes administration time when all three sections are administered. Because self-report measures
of emotions can generally be subject to response bias under unfavorable circumstances, the AEQ
should preferably be administered on a voluntary basis, and the data be used in a depersonalized
way.
Students rate their emotional experiences on a five point Likert scale from strongly disagree (1) to
strongly agree (5). Answer sheets can be used by students to record their ratings. Scales are
computed by summing the items of the scale and taking their mean.

1.6

Using the AEQ to assess Course-Specific and State Achievement Emotions

The instructions given in the original version of the AEQ request students to describe their general,
typical emotional experiences when attending class, studying, and taking tests at college and
university (trait achievement emotions). By changing the instruction accordingly, the instrument can
also be used to assess students emotions in a specific course (course-specific emotions), or in a
given achievement situation on a single day (state achievement emotions). The items do not contain
any references to temporal generality, such that they can be used under instructions of different
temporal and situational specificity.
The instructions for the original version of the AEQ are presented in sections 2 and 3. Alternative
instructions for use of the AEQ to assess course-specific and state achievement emotions are
described in section 4.

AEQ

2.

Listing of Scales and Instructions

2.1

Class-Related Emotion Scales

This section of the questionnaire includes the eight class-related emotion scales assessing classrelated enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom.
The items of the scales pertain to the four different emotion component subscales within emotions
(affective, cognitive, motivational, and physiological component subscales as indicated by the 4th
letter - A, C, M, or P - within item labels). In the following, items are presented in a systematical
order. In the questionnaire, items are presented in three blocks pertaining to emotional feelings
experienced before, during, and after being in class (indicated by the last letter - B, D, or A - within
items labels). Items are mixed within blocks in the questionnaire.

INSTRUCTION

"Attending classes at university can induce different feelings. This part of the questionnaire refers to
emotions you may experience when being in class at university. Before answering the questions on
the following pages, please recall some typical situations of being in class which you have
experienced during the course of your studies."

(1) BEFORE CLASS

"The following questions pertain to feelings you may experience BEFORE being in class. Please
indicate how you feel, typically, before you go to class."

(2) DURING CLASS

"The following questions pertain to feelings you may experience DURING class. Please indicate
how you feel, typically, during class."

(3) AFTER CLASS

"The following questions pertain to feelings you may experience AFTER having been in class.
Please indicate how you feel, typically, after class."

AEQ

CLASS-RELATED ENJOYMENT (10)

Item

SD

rit

CJOA1B

I get excited about going to class.

2.89 1.06

.64

24

CJOA2D

I enjoy being in class.

3.39

.97

.70

67

CJOA3A

After class I start looking forward to the next class.

2.73 1.05

.57

CJOC1B

I am looking forward to learning a lot in this class.

3.71

.95

.60

71

CJOC2A

I am happy that I understood the material.

3.84

.80

.45

76

CJOC3A

I am glad that it paid off to go to class.

3.86

.86

.43

11

CJOM1B

I am motivated to go to this class because its exciting.

3.35 1.06

.65

32

CJOM2D

My enjoyment of this class makes me want to participate.

3.40

.99

.55

41

CJOM3D

Its so exciting that I could sit in class for hours listening

to the professor.

2.25 1.10

.45

49

CJOP1D

I enjoy participating so much that I get energized.

2.55 1.00

.50

Scale statistics:
M = 31.99
SD = 6.47
= .85

AEQ

CLASS-RELATED HOPE (8)

Item

SD

rit

CHOA1B

I am confident when I go to class.

3.51

.91

.54

CHOA2B

I am full of hope.

3.41

.97

.61

20

CHOC1B

I am optimistic that I will be able to keep up with the

material.

3.63

.94

.40

23

CHOC2B

I am hopeful that I will make good contributions in class.

3.24

.95

.41

37

CHOC3D

I am confident because I understand the material.

3.52

.80

.50

CHOM1B

Being confident that I will understand the material

motivates me.

3.58

.88

.53

13

CHOM2B

My confidence motivates me to prepare for class.

2.99

.93

.53

16

CHOM3B

My hopes that I will be successful motivate me to invest

a lot of effort.

3.49

.97

.43

Scale statistics:
M = 27.39
SD = 4.67
= .79

AEQ

10

CLASS-RELATED PRIDE (9)

Item

SD

rit

70

CPRA1A

I am proud of myself.

3.31

.99

.57

30

CPRC1D

I take pride in being able to keep up with the material.

3.55

.87

.50

40

CPRC2D

I am proud that I do better than the others in this course.

3.28 1.11

.49

74

CPRC3A

I think that I can be proud of what I know about this

subject.

3.58

.87

.62

53

CPRC4A

I am proud of the contributions I have made in class.

3.12

.93

.55

46

CPRM1D

When I make good contributions in class, I get even more

motivated.

3.69

.96

.52

77

CPRM2A

Because I take pride in my accomplishments in this

course, I am motivated to continue.

3.70

.88

.54

80

CPRM3A

I would like to tell my friends about how well I did in

this course.

3.34 1.03

.41

60

CPRP1D

When I do well in class, my heart throbs with pride.

3.63

.50

Scale statistics:
M = 31.20
SD = 5.50
= .82

.94

AEQ

11

CLASS-RELATED ANGER (9)

Item

SD

rit

28

CAGA1D

I feel frustrated in class.

2.15 1.02

.58

73

CAGA2A

I am angry.

1.57

.87

.67

44

CAGC1D

Thinking about the poor quality of the course makes me

angry.

2.27 1.13

.51

59

CAGC2D

Thinking about all the useless things I have to learn makes

me irritated.

2.50 1.20

.50

78

CAGC3A

When I think of the time I waste in class I get aggravated.

2.13 1.04

.60

CAGM1B

I wish I didnt have to attend class because it makes me

angry.

1.64

.90

.57

69

CAGM2A

I wish I could tell the teachers off.

1.74 1.03

.57

39

CAGP1D

I feel anger welling up in me.

1.62

.88

.68

54

CAGP2D

Because Im angry I get restless in class.

1.78

.99

.67

Scale statistics:
M = 17.39
SD = 6.24
= .86

AEQ

12

CLASS-RELATED ANXIETY (12)

Item

SD

rit

17

CAXA1B

Thinking about class makes me feel uneasy.

1.97 1.01

.65

21

CAXA2B

I feel scared.

1.87 1.01

.60

50

CAXA3D

I feel nervous in class.

1.97

.97

.59

CAXC1B

Even before class, I worry whether I will be able to

understand the material.

2.32 1.14

.63

12

CAXC2B

I worry whether Im sufficiently prepared for the lesson.

2.79 1.03

.47

15

CAXC3B

I worry whether the demands might be too great.

2.83 1.17

.53

25

CAXC4D

I worry the others will understand more than me.

2.58 1.20

.57

CAXM1B

Because Im so nervous I would rather skip the class.

1.68

.92

.42

56

CAXM2D

I get scared that I might say something wrong, so Id

rather not say anything.

3.09 1.33

.54

19

CAXP1B

When I think about class, I get queasy.

1.76

.97

.54

35

CAXP2D

I get tense in class.

2.09 1.03

.63

65

CAXP3D

When I dont understand something important in class,

my heart races.

2.73 1.24

.43

Scale statistics:
M = 27.68
SD = 8.30
= .86

AEQ

13

CLASS-RELATED SHAME (11)

Item

SD

rit

43

CSHA1D

I get embarrassed.

1.92 1.03

.63

58

CSHA2D

I am ashamed.

1.58

.84

.54

64

CSHC1D

If the others knew that I dont understand the material I

would be embarrassed.

2.46 1.21

.65

34

CSHC2D

When I say anything in class I feel like I am making a

fool of myself.

2.56 1.23

.76

47

CSHC3D

Im embarrassed that I cant express myself well.

2.66 1.23

.69

68

CSHC4A

I am ashamed because others understood more of the

lecture than I did.

2.08 1.04

.55

38

CSHM1D

After I have said something in class I wish I could crawl

into a hole and hide.

2.24 1.21

.69

72

CHSM2A

Id rather not tell anyone when I dont understand

something in class.

2.51 1.16

.55

27

CSHP1D

When I say something in class I feel like I turn red.

3.02 1.35

.59

52

CSHP2D

Because I get embarrassed, I become tense and inhibited.

2.12 1.11

.65

62

CSHP3D

When I talk in class I start stuttering.

2.08 1.14

.55

Scale statistics:
M = 25.22
SD = 8.80
= .89

AEQ

14

CLASS-RELATED HOPELESSNESS (10)

Item

SD

rit

14

CHLA1B

The thought of this class makes me feel hopeless.

1.82

.91

.72

48

CHLA2D

I feel hopeless.

1.63

.85

.65

10

CHLC1B

Even before class, I am resigned to the fact that I wont

understand the material.

1.71

.90

.70

55

CHLC2D

I have lost all hope in understanding this class.

1.64

.87

.67

79

CHLC3A

I feel hopeless continuing in this program of studies.

1.77

.91

.62

18

CHLM1B

Because Ive given up, I dont have energy to go to class.

1.65

.93

.70

22

CHLM2B

Id rather not go to class since there is no hope of

understanding the material anyway.

1.65

.91

.67

CHLM3B

Its pointless to prepare for class since I dont understand

the material anyway.

1.81

.92

.57

31

CHLP1D

Because I dont understand the material I look

disconnected and resigned.

2.18 1.02

.61

75

CHLP2A

I feel so hopeless all my energy is depleted.

1.71

.68

Scale statistics:
M = 17.56
SD = 6.68
= .90

.90

AEQ

15

CLASS-RELATED BOREDOM (11)

Item

SD

rit

36

CBOA1D

I get bored.

3.03 1.21

.80

63

CBOA2D

I find this class fairly dull.

2.39 1.08

.67

51

CBOC1D

The lecture bores me.

2.70 1.12

.79

61

CBOC2D

Because I get bored my mind begins to wander.

3.33 1.18

.74

26

CBOM1D

Im tempted to walk out of the lecture because it is so

boring.

2.45 1.18

.63

66

CBOM2D

I think about what else I might be doing rather than

sitting in this boring class.

2.86 1.21

.70

29

CBOM3D

Because the time drags I frequently look at my watch.

3.31 1.21

.71

42

CBOP1D

I get so bored I have problems staying alert.

2.77 1.17

.76

33

CBOP2D

I get restless because I cant wait for the class to end.

3.01 1.18

.79

57

CBOP3D

During class I feel like I could sink into my chair.

2.15 1.12

.45

45

CBOP4D

I start yawning in class because Im so bored.

2.84 1.23

.78

Scale statistics:
M = 30.84
SD = 9.88
= .93

AEQ

2.1

16

Learning-Related Emotion Scales

This section of the questionnaire includes the eight learning-related emotion scales assessing
learning-related enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom.
The items of the scales pertain to the four different emotion component subscales within emotions
(affective, cognitive, motivational, and physiological component subscales as indicated by the 4th
letter "A", "C", "M", or "P" within item labels. In the following, items are presented in a
systematical order. In the questionnaire, items are presented in three blocks pertaining to emotional
feelings experienced before, during, and after studying (indicated by the last letter "B", "D", or
"A" within items labels). Items are mixed within blocks in the questionnaire.

INSTRUCTION

"Studying for your courses at university can induce different feelings. This questionnaire refers to
emotions you may experience when studying. Before answering the questions on the following
pages, please recall some typical situations of studying which you have experienced during the
course of your studies."

(1) BEFORE STUDYING

"The following questions pertain to feelings you may experience BEFORE studying. Please
indicate how you feel, typically, before you begin to study."

(2) DURING STUDYING

"The following questions pertain to feelings you may experience DURING studying. Please
indicate how you feel, typically, during studying."

(3) AFTER STUDYING

"The following questions pertain to feelings you may experience AFTER having studied. Please
indicate how you feel, typically, after having studied."

AEQ

17

LEARNING-RELATED ENJOYMENT (10)

Item

SD

rit

81

LJOA1B

I look forward to studying.

2.51 1.07

.44

124

LJOA2D

I enjoy the challenge of learning the material.

3.51

.94

.55

139

LJOA3D

I enjoy acquiring new knowledge.

4.14

.84

.39

131

LJOC1D

I enjoy dealing with the course material.

3.23

.90

.53

150

LJOC2A

Reflecting on my progress in coursework makes me happy.

3.61

.88

.44

110

LJOM1D

I study more than required because I enjoy it so much.

1.78

.88

.46

146

LJOM2A

I am so happy about the progress I made that I am

motivated to continue studying.

3.37

.98

.50

154

LJOM3A

Certain subjects are so enjoyable that I am motivated to

do extra readings about them.

3.48 1.25

.41

117

LJOP1D

When my studies are going well, it gives me a rush.

4.00 1.03

.40

136

LJOP2D

I get physically excited when my studies are going well.

3.47 1.13

.41

Scale statistics:
M = 33.09
SD = 5.78
= .78

AEQ

18

LEARNING-RELATED HOPE (6)

Item

SD

rit

88

LHOA1B

I have an optimistic view toward studying.

3.19

.93

.45

98

LHOA2D

I feel confident when studying.

3.29

.87

.69

83

LHOC1B

I feel confident that I will be able to master the material.

3.28

.90

.49

94

LHOC2B

I feel optimistic that I will make good progress at studying.

3.49

.86

.55

104

LHOM1D

The thought of achieving my learning objectives

inspires me.

3.83

.93

.41

113

LHOM2D

My sense of confidence motivates me.

3.19

.90

.55

Scale statistics:
M = 20.27
SD = 3.70
= .77

AEQ

19

LEARNING-RELATED PRIDE (6)

Item

SD

rit

144

LPRA1A

Im proud of myself.

3.64 1.00

.50

107

LPRC1D

Im proud of my capacity.

3.42

.98

.38

152

LPRC2A

I think I can be proud of my accomplishments at studying.

3.59

.97

.54

129

LPRM1D

Because I want to be proud of my accomplishments, I am

very motivated.

3.43

.99

.56

122

LPRP1D

When I solve a difficult problem in my studying, my heart

beats with pride.

3.60 1.11

.44

135

LPRP2D

When I excel at my work, I swell with pride.

3.91

.49

Scale statistics:
M = 21.59
SD = 4.00
= .75

.98

AEQ

20

LEARNING-RELATED ANGER (9)

Item

SD

rit

90

LAGA1B

I get angry when I have to study.

2.04 1.10

.65

115

LAGA2D

Studying makes me irritated.

2.63 1.10

.72

121

LAGA3D

I get angry while studying.

2.04 1.05

.66

92

LAGC1B

Im annoyed that I have to study so much.

2.95 1.17

.56

128

LAGC2D

I get annoyed about having to study.

2.80 1.15

.67

84

LAGM1B

Because I get so upset over the amount of material,

I dont even want to begin studying.

2.56 1.17

.49

100

LAGM2D

I get so angry I feel like throwing the textbook out of

the window.

2.01 1.15

.54

106

LAGP1D

When I sit at my desk for a long time, my irritation makes

me restless.

3.02 1.24

.55

143

LAGP2A

After extended studying, Im so angry that I get tense.

1.95 1.04

.53

Scale statistics:
M = 22.00
SD = 7.04
= .86

AEQ

21

LEARNING-RELATED ANXIETY (11)

Item

SD

rit

86

LAXA1B

When I look at the books I still have to read, I get anxious.

2.94 1.16

.51

118

LAXA2D

I get tense and nervous while studying.

2.41 1.00

.56

147

LAXA3A

When I cant keep up with my studies it makes me fearful.

3.51 1.20

.53

96

LAXC1D

I worry whether Im able to cope with all my work.

3.28 1.08

.56

125

LAXC2D

The subject scares me since I dont fully understand it.

2.77 1.15

.52

141

LAXC3A

I worry whether I have properly understood the material.

3.30 1.11

.52

82

LAXM1B

I get so nervous that I dont even want to begin to study.

2.07 1.06

.42

102

LAXM2D

While studying I feel like distracting myself in order to

reduce my anxiety.

2.67 1.26

.53

85

LAXP1B

When I have to study I start to feel queasy.

1.70

.99

.39

111

LAXP2D

As time runs out my heart begins to race.

3.33 1.24

.57

132

LAXP3D

Worry about not completing the material makes me sweat.

2.71 1.25

.55

Scale statistics:
M = 30.69
SD = 7.76
= .84

AEQ

22

LEARNING-RELATED SHAME (11)

Item

SD

rit

127

LSHA1D

I feel ashamed.

1.74

.99

.63

89

LSHC1B

I feel ashamed about my constant procrastination.

3.04 1.24

.46

99

LSHC2D

I feel ashamed that I cant absorb the simplest of details.

2.39 1.21

.61

105

LSHC3D

I feel ashamed because I am not as adept as others in

studying.

2.63 1.23

.57

134

LSHC4D

I feel embarrassed about not being able to fully explain

the material to others.

2.49 1.19

.61

138

LSHC5D

I feel ashamed when I realize that I lack ability.

2.49 1.21

.66

148

LSHC6A

My memory gaps embarrass me.

2.43 1.22

.57

142

LSHM1A

Because I have had so much troubles with the course

material, I avoid discussing it.

2.16 1.02

.57

151

LSHM2A

I dont want anybody to know when I havent been able

to understand something.

2.67 1.15

.48

114

LSHP1D

When somebody notices how little I understand I avoid eye

contact.

2.61 1.25

.53

120

LSHP2D

I turn red when I dont know the answer to a question

relating to the course material.

2.33 1.26

.34

Scale statistics:
M = 29.00
SD = 8.32
= .86

AEQ

23

LEARNING-RELATED HOPELESSNESS (11)

Item

SD

rit

95

LHLA1B

I feel hopeless when I think about studying.

2.12 1.04

.62

130

LHLA2D

I feel helpless.

1.84 1.04

.70

153

LHLA3A

I feel resigned.

2.15

.92

.54

123

LHLC1D

Im resigned to the fact that I dont have the capacity to

master this material.

2.05

.96

.65

145

LHLC2A

After studying Im resigned to the fact that I havent got

the ability.

2.02

.97

.62

149

LHLC3A

Im discouraged about the fact that Ill never learn the

material.

2.11 1.07

.61

155

LHLC4A

I worry because my abilities are not sufficient for my

program of studies.

2.54 1.18

.60

108

LHLM1D

I feel so helpless that I cant give my studies my

full efforts.

2.26 1.13

.66

116

LHLM2D

I wish I could quit because I cant cope with it.

1.91 1.07

.60

91

LHLP1B

My lack of confidence makes me exhausted before

I even start.

2.07 1.10

.66

101

LHLP2D

My hopelessness undermines all my energy.

1.97

.68

Scale statistics:
M = 23.06
SD = 8.09
= .90

.99

AEQ

24

LEARNING-RELATED BOREDOM (11)

Item

SD

rit

112

LBOA1D

The material bores me to death.

2.33 1.07

.70

133

LBOA2D

Studying for my courses bores me.

2.67 1.13

.76

137

LBOA3D

Studying is dull and monotonous.

2.75 1.14

.73

119

LBOC1D

While studying this boring material, I spend my time

thinking of how time stands still.

2.22 1.13

.48

140

LBOC2D

The material is so boring that I find myself daydreaming.

3.08 1.24

.78

109

LBOC3D

I find my mind wandering while I study.

3.80 1.12

.61

87

LBOM1B

Because Im bored I have no desire to learn.

2.22 1.15

.52

93

LBOM2B

I would rather put off this boring work till tomorrow.

3.21 1.26

.62

97

LBOP1D

Because Im bored I get tired sitting at my desk.

3.07 1.18

.71

103

LBOP2D

The material bores me so much that I feel depleted.

2.30 1.07

.69

126

LBOP3D

While studying I seem to drift off because its so boring.

3.05 1.14

.80

Scale statistics:
M = 30.69
SD = 9.29
= .92

AEQ

2.3

25

Test-Related Emotion Scales

This section of the questionnaire includes the eight test emotion scales assessing test-related
enjoyment, hope, pride, relief, anger, anxiety, shame, and hopelessness. Together, the scales
constitute the Test Emotions Questionnaire (TEQ; Pekrun et al., 2004).
The items of the scales pertain to the four different emotion component subscales within emotions
(affective, cognitive, motivational, and physiological component subscales as indicated by the 4th
letter "A", "C", "M", or "P" within item labels). In the following, items are presented in a
systematical order. In the questionnaire, items are presented in three blocks pertaining to emotional
feelings experienced before, during, and after taking tests and exams (indicated by the last letter
"B", "D", or "A" within items labels). Items are mixed within blocks in the questionnaire.

INSTRUCTION

"Test and exams can induce different feelings. This part of the questionnaire refers to emotions you
may experience when taking tests or exams at university. Before answering the questions on the
following pages, please recall some typical situations of test-taking or exams which you have
experienced during the course of your studies."

(1) BEFORE TAKING THE TEST / EXAM

"The following questions pertain to feelings you may experience BEFORE taking a test or an exam.
Please indicate how you feel, typically, before taking a test or an exam."

(2) DURING TAKING THE TEST / EXAM

"The following questions pertain to feelings you may experience DURING taking a test or an exam.
Please indicate how you feel, typically, during taking a test or an exam."

(3) AFTER TAKING THE TEST / EXAM

"The following questions pertain to feelings you may experience AFTER taking a test or an exam.
Please indicate how you feel, typically, after taking a test or an exam."

AEQ

26

TEST ENJOYMENT (10)

Item

SD

rit

156

TJOA1B

I look forward to the exam.

2.04 1.08

.47

181

TJOA2D

I enjoy taking the exam.

2.37 1.07

.54

173

TJOC1B

I look forward to demonstrating my knowledge.

3.10 1.00

.53

200

TJOC2D

I am happy that I can cope with the test.

3.48

.90

.40

204

TJOC3D

For me the test is a challenge that is enjoyable.

2.70 1.09

.60

163

TJOM1B

Because I enjoy preparing for the test, Im motivated to

do more than is necessary.

2.31 1.02

.43

177

TJOM2B

Because I look forward to being successful, I study hard.

3.50

.99

.44

169

TJOP1B

Before taking the exam, I sense a feeling of eagerness.

3.08 1.09

.38

213

TJOP2A

My heart beats faster with joy.

3.01

.98

.39

230

TJOP3A

I glow all over.

2.74 1.09

.33

Scale statistics:
M = 28.33
SD = 6.00
= .78

AEQ

27

TEST HOPE (8)

Item

SD

rit

166

THOA1B

I am optimistic that everything will work out fine.

3.37

.94

.58

193

THOA2D

I am very confident.

3.00

.96

.59

171

THOC1B

I have great hope that my abilities will be sufficient.

3.42

.87

.58

175

THOC2B

Im quite confident that my preparation is sufficient.

2.98

.93

.58

176

THOC3B

I think about my exam optimistically.

3.16

.97

.59

158

THOM1B

I start studying for the exam with great hope and

anticipation.

3.08 1.07

.34

180

THOM2B

My confidence motivates me to prepare well.

3.14

.94

.60

183

THOM3D

Hoping for success, Im motivated to invest a lot of effort.

3.77

.91

.30

Scale statistics:
M = 25.91
SD = 4.93
= .80

AEQ

28

TEST PRIDE (10)

Item

SD

rit

224

TPRA1A

I am very satisfied with myself.

3.32

.89

.65

232

TPRA2A

I am proud of myself.

3.36 1.03

.64

187

TPRC1D

I think that I can be proud of my knowledge.

3.46

.91

.55

215

TPRC2A

To think about my success makes me feel proud.

3.66

.96

.60

212

TPRC3A

Im proud of how well I mastered the exam.

3.30

.95

.63

160

TPRM1B

Im so proud of my preparation that I want to start the

exam now.

2.20 1.05

.34

196

TPRM2D

Pride in my knowledge fuels my efforts in doing the test.

3.27

.91

.55

209

TPRP1A

When I get the test results back, my heart beats

with pride.

3.20

.91

.59

220

TPRP2A

After the exam I feel ten feet taller because Im

so proud.

2.73 1.02

.63

227

TPRP3A

I walk out of the exam with the look of a winner on

my face.

2.82 1.03

.61

Scale statistics:
M = 31.32
SD = 6.48
= .86

AEQ

29

TEST RELIEF (6)

Item

SD

rit

221
228
218

TREA1A
TREA2A
TREA3A

I feel relief.
I feel freed.
I feel very relieved.

4.02 .93
3.59 1.06
3.88 1.01

.62
.52
.58

210
216
225

TREP1A
TREP2A
TREP3A

The tension in my stomach is dissipated.

I finally can breathe easy again.
I can finally laugh again.

3.34 1.08
3.49 1.12
3.20 1.07

.46
.52
.39

Scale statistics:
M = 21.59
SD = 4.00
= .77

AEQ

30

TEST ANGER (10)

Item

SD

rit

186

TAGA1D

I get angry.

1.88 1.08

.60

214

TAGA2A

I am fairly annoyed.

2.27 1.04

.55

159

TAGC1B

I get angry over time pressures which dont leave

enough time to prepare.

3.33 1.19

.45

167

TAGC2B

I get angry about the amount of material I need to know.

2.86 1.18

.57

194

TAGC3D

I think the questions are unfair.

2.45

.99

.59

208

TAGC4A

I get angry about the teachers grading standards.

2.32

.99

.60

219

TAGM1A

I wish I could tell the teacher off.

2.11 1.21

.58

226

TAGM2A

I wish I could freely express my anger.

2.26 1.16

.56

223

TAGP1A

My anger makes the blood rush to my head.

1.94 1.03

.62

231

TAGP2A

I get so angry, I start feeling hot and flushed.

1.95 1.08

.57

Scale statistics:
M = 23.36
SD = 7.28
= .86

AEQ

31

TEST ANXIETY (12)

Item

SD

rit

170

TAXA1B

Before the exam I feel nervous and uneasy.

3.46 1.16

.62

188

TAXA2D

I am very nervous.

3.04 1.32

.73

197

TAXA3D

I feel panicky when writing the exam.

2.84 1.21

.74

157

TAXC1B

I worry whether I have studied enough.

4.05 1.03

.51

179

TAXC2B

I worry whether the test will be too difficult.

3.62 1.05

.58

182

TAXC3D

I worry whether I will pass the exam.

3.42 1.24

.52

174

TAXM1B

I get so nervous I wish I could just skip the exam.

2.57 1.30

.69

192

TAXM2D

I get so nervous I cant wait for the exam to be over.

2.59 1.28

.63

201

TAXM3D

I am so anxious that Id rather be anywhere else.

2.55 1.21

.69

165

TAXP1B

I feel sick to my stomach.

2.31 1.28

.59

184

TAXP2D

At the beginning of the test, my heart starts pounding.

3.45 1.23

.59

190

TAXP3D

My hands get shaky.

2.29 1.25

.49

Scale statistics:
M = 45.54
SD = 13.00
= .92

AEQ

32

TEST SHAME (10)

Item

SD

rit

199

TSHA1D

I feel humiliated.

1.79 1.01

.68

211

TSHA2A

I feel ashamed.

1.92

.97

.69

162

TSHC1B

I cant even think about how embarrassing it would be to

fail the exam.

3.04 1.40

.43

191

TSHC2D

I am ashamed of my poor preparation.

2.47 1.16

.58

207

TSHC3D

I get embarrassed because I cant answer the questions

correctly.

2.00 1.04

.68

217

TSHC4A

My marks embarrass me.

2.29 1.11

.64

203

TSHM1D

I get so embarrassed I want to run and hide.

1.52

.85

.62

222

TSHM2A

When I get a bad mark I would prefer not to face my

teacher again.

2.48 1.21

.53

206

TSHP1D

Because I am ashamed my pulse races.

1.79

.95

.66

229

TSHP2A

When others find out about my poor marks I start to blush.

2.61 1.25

.56

Scale statistics:
M = 21.92
SD = 7.52
= .87

AEQ

33

TEST HOPELESSNESS (11)

Item

SD

rit

178

THLA1B

I get depressed because I feel I dont have much hope for

the exam.

2.17 1.08

.67

205

THLA2D

I feel hopeless.

1.79 1.00

.74

164

THLC1B

I have lost all hope that I have the ability to do well on

the exam.

1.84

.96

.69

202

THLC2D

I have given up believing that I can answer the questions

correctly.

1.92 1.02

.69

185

THLC3D

I start to think that no matter how hard I try I wont

succeed on the test.

2.05 1.07

.72

195

THLC4D

I start to realize that the questions are much too difficult

for me.

2.35 1.00

.65

168

THLM1B

I feel so resigned about the exam that I cant start doing

anything.

2.17 1.03

.62

172

THLM2B

Id rather not write the test because I have lost all hope.

1.93 1.00

.70

189

THLM3D

I feel like giving up.

1.99 1.12

.70

161

THLP1B

My hopelessness robs me of all my energy.

1.98 1.01

.67

198

THLP2D

I feel so resigned that I have no energy.

1.93

.75

Scale statistics:
M = 22.12
SD = 8.42
= .92

.93

AEQ

34

University of Munich / Germany

Department of Psychology
Dr. Reinhard Pekrun
Dr. Thomas Goetz

University of Manitoba / Canada

Department of Psychology
Dr. Raymond P. Perry

Feeling and Thinking about University Experiences

- Achievement Emotions Questionnaire This questionnaire concerns your beliefs and opinions about the time you have spent at university up
until now. There are no right or wrong answers - we are simply trying to find out how you feel and
think about your university experience. We are interested in your personal opinions, so please be
candid in your responses. Your identity and your answers will be kept strictly confidential. The
information will be used for research purposes only and will not be available for any other
reasons.

The questionnaire consists of 232 items organized into three sections. All items are to be answered
on the provided bubble-sheets. Each row of bubbles is numbered to correspond with the item in the
questionnaire. Please be sure to fill in your answer in the row on the bubble sheet that corresponds
to the item number in the questionnaire. Please use a pencil (not a pen), and make sure to
completely fill in the bubble.

Your participation in this study is vital to its overall success and your time given in completing this
questionnaire is very much appreciated.

Thank you for your support!

2000 R. Pekrun, T. Goetz, R. P. Perry. All rights reserved.

AEQ

35

PART I - Class-Related Emotions

Attending classes at university can induce different feelings. This part of the questionnaire refers to
emotions you may experience when being in class at university. Before answering the questions on
the following pages, please recall some typical situations of being in class which you have
experienced during the course of your studies. Read each item carefully and RESPOND USING
THE SCALE PROVIDED. Record your answers on the BUBBLE SHEET, using the appropriate
number, 1 THROUGH 80.
BEFORE CLASS
The following questions pertain to feelings you may experience BEFORE being in class. Please
indicate how you feel, typically, before you go to class.
Strongly
Disagree
1

Strongly
Agree
5

1.

I get excited about going to class.

2.

Its pointless to prepare for class since I dont understand the material anyway.

3.

Even before class, I worry whether I will be able to understand the material.

4.

Being confident that I will understand the material motivates me.

5.

I am looking forward to learning a lot in this class.

6.

Because Im so nervous I would rather skip the class.

7.

I am confident when I go to class.

8.

I wish I didnt have to attend class because it makes me angry.

9.

I am full of hope.

10.

Even before class, I am resigned to the fact that I wont understand the material.

11.

I am motivated to go to this class because its exciting.

12.

I worry whether Im sufficiently prepared for the lesson.

13.

My confidence motivates me to prepare for class.

14.

The thought of this class makes me feel hopeless.

15.

I worry whether the demands might be too great.

16.

My hopes that I will be successful motivate me to invest a lot of effort.

AEQ

36

Strongly
Disagree
1

Strongly
Agree
5

17.

Thinking about class makes me feel uneasy.

18.

Because Ive given up, I dont have energy to go to class.

19.

When I think about class, I get queasy.

20.

I am optimistic that I will be able to keep up with the material.

21.

I feel scared.

22.

Id rather not go to class since there is no hope of understanding the material anyway.

23.

I am hopeful that I will make good contributions in class.

DURING CLASS
The following questions pertain to feelings you may experience DURING class. Please indicate
how you feel, typically, during class.
24.

I enjoy being in class.

25.

I worry the others will understand more than me.

26.

Im tempted to walk out of the lecture because it is so boring.

27.

When I say something in class I feel like I turn red.

28.

I feel frustrated in class.

29.

Because the time drags I frequently look at my watch.

30.

I take pride in being able to keep up with the material.

31.

Because I dont understand the material I look disconnected and resigned.

32.

My enjoyment of this class makes me want to participate.

33.

I get restless because I cant wait for the class to end.

34.

When I say anything in class I feel like I am making a fool of myself.

35.

I get tense in class.

36.

I get bored.

37.

I am confident because I understand the material.

38.

After I have said something in class I wish I could crawl into a hole and hide.

39.

I feel anger welling up in me.

40.

I am proud that I do better than the others in this course.

AEQ

37

Strongly
Disagree
1

41.

Its so exciting that I could sit in class for hours listening to the professor.

42.

I get so bored I have problems staying alert.

43.

I get embarrassed.

44.

Thinking about the poor quality of the course makes me angry.

45.

I start yawning in class because Im so bored.

46.

When I make good contributions in class, I get even more motivated.

47.

Im embarrassed that I cant express myself well.

48.

I feel hopeless.

49.

I enjoy participating so much that I get energized.

50.

I feel nervous in class.

51.

The lecture bores me.

52.

Because I get embarrassed, I become tense and inhibited.

53.

I am proud of the contributions I have made in class.

54.

Because Im angry I get restless in class.

55.

I have lost all hope in understanding this class.

56.

I get scared that I might say something wrong, so Id rather not say anything.

57.

During class I feel like I could sink into my chair.

58.

I am ashamed.

59.

Thinking about all the useless things I have to learn makes me irritated.

60.

When I do well in class, my heart throbs with pride.

61.

Because I get bored my mind begins to wander.

62.

When I talk in class I start stuttering.

63.

I find this class fairly dull.

64.

If the others knew that I dont understand the material I would be embarrassed.

65.

When I dont understand something important in class, my heart races.

66.

I think about what else I might be doing rather than sitting in this boring class.

Strongly
Agree
5

AEQ

38

AFTER CLASS
The following questions pertain to feelings you may experience AFTER having been in class.
Please indicate how you feel, typically, after class.
Strongly
Disagree
1

Strongly
Agree
5

67.

After class I start looking forward to the next class.

68.

I am ashamed because others understood more of the lecture than I did.

69.

I wish I could tell the teachers off.

70.

I am proud of myself.

71.

I am happy that I understood the material.

72.

Id rather not tell anyone when I dont understand something in class.

73.

I am angry.

74.

I think that I can be proud of what I know about this subject.

75.

I feel so hopeless all my energy is depleted.

76.

I am glad that it paid off to go to class.

77.

Because I take pride in my accomplishments in this course, I am motivated to continue.

78.

When I think of the time I waste in class I get aggravated.

79.

I feel hopeless continuing in this program of studies.

80.

I would like to tell my friends about how well I did in this course.

AEQ

39

PART II - LEARNING-RELATED EMOTIONS

Studying for your courses at university can induce different feelings. This part of the questionnaire
refers to emotions you may experience when studying. Before answering the questions on the following pages, please recall some typical situations of studying which you have experienced during the
course of your studies. Read each item carefully and RESPOND USING THE SCALE PROVIDED.
Record your answers on the BUBBLE SHEET, using the appropriate number, 81 THROUGH 155.
BEFORE STUDYING
The following questions pertain to feelings you may experience BEFORE studying. Please indicate
how you feel, typically, before you begin to study.
Strongly
Disagree
1

Strongly
Agree
5

81.

I look forward to studying.

82.

I get so nervous that I dont even want to begin to study.

83.

I feel confident that I will be able to master the material.

84.

Because I get so upset over the amount of material, I dont even want to begin studying.

85.

When I have to study I start to feel queasy.

86.

When I look at the books I still have to read, I get anxious.

87.

Because Im bored I have no desire to learn.

88.

I have an optimistic view toward studying.

89.

I feel ashamed about my constant procrastination.

90.

I get angry when I have to study.

91.

My lack of confidence makes me exhausted before I even start.

92.

Im annoyed that I have to study so much.

93.

I would rather put off this boring work till tomorrow.

94.

I feel optimistic that I will make good progress at studying.

95.

I feel hopeless when I think about studying.

AEQ

40

DURING STUDYING
The following questions pertain to feelings you may experience DURING studying. Please indicate
how you feel, typically, during studying.
Strongly
Disagree
1

96.

I worry whether Im able to cope with all my work.

97.

Because Im bored I get tired sitting at my desk.

98.

I feel confident when studying.

99.

I feel ashamed that I cant absorb the simplest of details.

Strongly
Agree
5

100. I get so angry I feel like throwing the textbook out of the window.
101. My hopelessness undermines all my energy.
102. While studying I feel like distracting myself in order to reduce my anxiety..
103. The material bores me so much that I feel depleted.
104. The thought of achieving my learning objectives inspires me.
105. I feel ashamed because I am not as adept as others in studying.
106. When I sit at my desk for a long time, my irritation makes me restless.
107. Im proud of my capacity.
108. I feel so helpless that I cant give my studies my full efforts.
109. I find my mind wandering while I study.
110. I study more than required because I enjoy it so much.
111. As time runs out my heart begins to race.
112. The material bores me to death.
113. My sense of confidence motivates me.
114. When somebody notices how little I understand I avoid eye contact.
115. Studying makes me irritated.
116. I wish I could quit because I cant cope with it.
117. When my studies are going well, it gives me a rush.
118. I get tense and nervous while studying.
119. While studying this boring material, I spend my time thinking of how time stands still.

AEQ

41

Strongly
Disagree
1

Strongly
Agree
5

120. I turn red when I dont know the answer to a question relating to the course material.
121. I get angry while studying.
122. When I solve a difficult problem in my studying, my heart beats with pride.
123. Im resigned to the fact that I dont have the capacity to master this material.
124. I enjoy the challenge of learning the material.
125. The subject scares me since I dont fully understand it.
126. While studying I seem to drift off because its so boring.
127. I feel ashamed.
128. I get annoyed about having to study.
129. Because I want to be proud of my accomplishments, I am very motivated.
130. I feel helpless.
131. I enjoy dealing with the course material.
132. Worry about not completing the material makes me sweat.
133. Studying for my courses bores me.
134. I feel embarrassed about not being able to fully explain the material to others.
135. When I excel at my work, I swell with pride.
136. I get physically excited when my studies are going well.
137. Studying is dull and monotonous.
138. I feel ashamed when I realize that I lack ability.
139. I enjoy acquiring new knowledge.
140. The material is so boring that I find myself daydreaming.

AEQ

42

AFTER STUDYING
The following questions pertain to feelings you may experience AFTER having studied. Please
indicate how you feel, typically, after having studied.
Strongly
Disagree
1

Strongly
Agree
5

141. I worry whether I have properly understood the material.

142. Because I have had so much troubles with the course material, I avoid discussing it.
143. After extended studying, Im so angry that I get tense.
144. Im proud of myself.
145. After studying Im resigned to the fact that I havent got the ability.
146. I am so happy about the progress I made that I am motivated to continue studying.
147. When I cant keep up with my studies it makes me fearful.
148. My memory gaps embarrass me.
149. Im discouraged about the fact that Ill never learn the material.
150. Reflecting on my progress in coursework makes me happy.
151. I dont want anybody to know when I havent been able to understand something.
152. I think I can be proud of my accomplishments at studying.
153. I feel resigned.
154. Certain subjects are so enjoyable that I am motivated to do extra readings about them.
155. I worry because my abilities are not sufficient for my program of studies.

AEQ

43

PART III - Test Emotions

Tests and exams can induce different feelings. This part of the questionnaire refers to emotions you
may experience when taking tests or exams at university. Before answering the questions on the
following pages, please recall some typical situations of test-taking or exams which you have
experienced during the course of your studies. Read each item carefully and RESPOND USING
THE SCALE PROVIDED. Record your answers on the BUBBLE SHEET, using the appropriate
number, 156 THROUGH 232.
BEFORE TAKING THE TEST / EXAM
The following questions pertain to feelings you may experience BEFORE taking a test or an exam.
Please indicate how you feel, typically, before taking a test or an exam.
Strongly
Disagree
1

Strongly
Agree
5

156. I look forward to the exam.

157. I worry whether I have studied enough.
158. I start studying for the exam with great hope and anticipation.
159. I get angry over time pressures which dont leave enough time to prepare.
160. Im so proud of my preparation that I want to start the exam now.
161. My hopelessness robs me of all my energy.
162. I cant even think about how embarrassing it would be to fail the exam.
163. Because I enjoy preparing for the test, Im motivated to do more than is necessary.
164. I have lost all hope that I have the ability to do well on the exam.
165. I feel sick to my stomach.
166. I am optimistic that everything will work out fine.
167. I get angry about the amount of material I need to know.
168. I feel so resigned about the exam that I cant start doing anything.
169. Before taking the exam, I sense a feeling of eagerness.
170. Before the exam I feel nervous and uneasy.
171. I have great hope that my abilities will be sufficient.

AEQ

44

Strongly
Disagree
1

Strongly
Agree
5

172. Id rather not write the test because I have lost all hope.
173. I look forward to demonstrating my knowledge.
174. I get so nervous I wish I could just skip the exam.
175. Im quite confident that my preparation is sufficient.
176. I think about my exam optimistically.
177. Because I look forward to being successful, I study hard.
178. I get depressed because I feel I dont have much hope for the exam.
179. I worry whether the test will be too difficult.
180. My confidence motivates me to prepare well.

DURING TAKING THE TEST / EXAM

The following questions pertain to feelings you may experience DURING taking a test or an exam.
Please indicate how you feel, typically, during taking a test or an exam.
181. I enjoy taking the exam.
182. I worry whether I will pass the exam.
183. Hoping for success, Im motivated to invest a lot of effort.
184. At the beginning of the test, my heart starts pounding.
185. I start to think that no matter how hard I try I wont succeed on the test.
186. I get angry.
187. I think that I can be proud of my knowledge.
188. I am very nervous.
189. I feel like giving up.
190. My hands get shaky.
191. I am ashamed of my poor preparation.
192. I get so nervous I cant wait for the exam to be over.
193. I am very confident.
194. I think the questions are unfair.

AEQ

45

Strongly
Disagree
1

195. I start to realize that the questions are much too difficult for me.
196. Pride in my knowledge fuels my efforts in doing the test.
197. I feel panicky when writing the exam.
198. I feel so resigned that I have no energy.
199. I feel humiliated.
200. I am happy that I can cope with the test.
201. I am so anxious that Id rather be anywhere else.
202. I have given up believing that I can answer the questions correctly.
203. I get so embarrassed I want to run and hide.
204. For me the test is a challenge that is enjoyable.
205. I feel hopeless.
206. Because I am ashamed my pulse races.
207. I get embarrassed because I cant answer the questions correctly.

Strongly
Agree
5

AEQ

46

AFTER TAKING THE TEST / EXAM

The following questions pertain to feelings you may experience AFTER taking a test or an exam.
Please indicate how you feel, typically, after taking a test or an exam.
Strongly
Disagree
1

208. I get angry about the teachers grading standards.

209. When I get the test results back, my heart beats with pride.
210. The tension in my stomach is dissipated.
211. I feel ashamed.
212. Im proud of how well I mastered the exam.
213. My heart beats faster with joy.
214. I am fairly annoyed.
215. To think about my success makes me feel proud.
216. I finally can breathe easy again.
217. My marks embarrass me.
218. I feel very relieved.
219. I wish I could tell the teacher off.
220. After the exam I feel ten feet taller because Im so proud.
221. I feel relief.
222. When I get a bad mark I would prefer not to face my teacher again.
223. My anger makes the blood rush to my head.
224. I am very satisfied with myself.
225. I can finally laugh again.
226. I wish I could freely express my anger.
227. I walk out of the exam with the look of a winner on my face.
228. I feel freed.
229. When others find out about my poor marks I start to blush.
230. I glow all over.
231. I get so angry, I start feeling hot and flushed.
232. I am proud of myself.

Strongly
Agree
5

AEQ

47

Thank you for participating in our research on

achievement emotions!

AEQ

48

4.

Alternative Instructions for Assessing Course-Specific

and State Emotions

4.1

Assessment of Course-Specific Achievement Emotions

The original version of the AEQ is used to assess students habitual, typical achievement emotions
experienced at college and university (trait achievement emotions). Using a slightly altered format
for the instructions preceding each section in the questionnaire, the AEQ can be used to assess
students emotions typically experienced in a specific, single course. Since the items themselves do
not contain any more specific temporal or situational references, there is no need to change any of
the items. The following instructions can be used to assess students course-specific emotions.
Part I Class-Related Emotions

Attending classes at university can induce different feelings. This part of the questionnaire refers to
emotions you may experience when attending class in this course. Before answering the questions
on the following pages, please recall some typical situations of being in class which you have
experienced in this course.
Before Class

The following questions pertain to feelings you may experience BEFORE being in class in this
course. Please indicate how you feel, typically, before you go to class.
During Class

The following questions pertain to feelings you may experience DURING class in this course.
Please indicate how you feel, typically, during class.
After Class

The following questions pertain to feelings you may experience AFTER having been in class in
this course. Please indicate how you feel, typically, after class.
Part II Learning-Related Emotions

"Studying for your courses at university can induce different feelings. This questionnaire refers to
emotions you may experience when studying for this course. Before answering the questions on the
following pages, please recall some typical situations of studying which you have experienced
during this course."
Before Studying

"The following questions pertain to feelings you may experience BEFORE studying for this course.
Please indicate how you feel, typically, before you begin to study for this course."

AEQ

49

During Studying

"The following questions pertain to feelings you may experience DURING studying for this course.
Please indicate how you feel, typically, during studying for this course."
After Studying

"The following questions pertain to feelings you may experience AFTER having studied for this
course. Please indicate how you feel, typically, after having studied for this course."
Part III Test Emotions

"Test and exams can induce different feelings. This part of the questionnaire refers to emotions you
may experience when taking tests or exams in this course. Before answering the questions on the
following pages, please recall some typical situations of test-taking or exams which you have
experienced during this course."
Before Taking the Test/Exam

"The following questions pertain to feelings you may experience BEFORE taking a test or an exam
in this coursse. Please indicate how you feel, typically, before taking a test or an exam in this
course."
During Taking the Test/Exam

"The following questions pertain to feelings you may experience DURING taking a test or an exam
in this course. Please indicate how you feel, typically, during taking a test or an exam in this
course."
After Taking the Test/Exam

"The following questions pertain to feelings you may experience AFTER taking a test or an exam in
this course. Please indicate how you feel, typically, after taking a test or an exam in this course."

3.2

Assessment of State Achievement Emotions

The AEQ scales can also be used to assess students emotions experienced in single achievement
situations at specific points of time. Generally, using self-report measures, state emotions can be
assessed during the situation in which the emotion is experienced (concurrent assessment), or
afterwards (retrospective assessment). When doing the assessment within the situation, the section
of the questionniare that addresses the situation can be used by changing the instruction into a state
format, using the same items as in the original version. When assessing state emotions after the
situation, the instruction has to use a retrospective state format. In addition, in this case item
wordings have to be changed from the present or future to the past. In the following, two examples
for concurrent and retrospective assessment of state emotions are given.

AEQ

(a)

50

Concurrent assessment of state emotions sample instruction

(for class-related emotions)

Attending classes at university can induce different feelings. This questionnaire refers to emotions
you may experience in this class today. Please indicate how you currently feel in this class.
Strongly
Disagree
1

Strongly
Agree
5

24. I enjoy being in class.

.
66. I think about what else I might be doing rather than sitting in this boring class.

(b)

Retrospective assessment of state emotions sample instruction

(for class-related emotions)

Attending classes at university can induce different feelings. This questionnaire refers to emotions
you may have experienced when being in this class today. Please indicate how you felt when being
in this class.

Strongly
Disagree
1

Strongly
Agree
5

24. I enjoyed being in class.

.
66. I thought about what else I might be doing rather than sitting in this boring class.

AEQ

5.

51

References

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General Trait Anxiousness. Journal of Consulting and Clinical Psychology, 43, 319-329.
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Mathematik [Students emotions and self-regulated learning in mathematics]. Munich, Germany:
Utz.
Goetz, T., Pekrun, R., Hall, N., & Haag, L. (in press). Academic emotions from a socio-cognitive
perspective: Antecedents and domain specificity of students affect in the context of Latin
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Hodapp, V., & Benson, J. (1997). The multidimensionality of test anxiety: A test of different
models. Anxiety, Stress and Coping, 10, 219-244.
Kleine, M., Goetz, T., Pekrun, R., & Hall, N. (2005). The structure of students' emotions
experienced during a mathematical achievement test. International Reviews on Mathematical
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Molfenter, S. (1999). Prfungsemotionen bei Studierenden [Test emotions in university students].
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Pekrun, R. (1992). Kognition und Emotion in studienbezogenen Lern- und Leistungssituationen:
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Pekrun, R., Goetz, T., Jullien, S., Frenzel, A. C., vom Hofe, R., & Blum, W. (2003).
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[Codebook for the PALMA study (Project for the Analysis of Learning and Achievement in
Mathematics)]. Department of Psychology, University of Munich, Germany.
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Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress and
Coping, 17, 287-316.
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AEQ

52

Perry, R.P., Hladkyi, S., Pekrun, R., & Pelletier, S. (2001). Academic control and action control in
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APPENDIX: SCALE CORRELATIONS

cjo

cho

cpr

cag

cax

csh

chl

cbo

ljo

cjo

--

cho

.71

--

cpr

.62

.68

--

cag

-.41

-.36

-.22

--

cax

-.25

-.36

-.16

.65

--

csh

-.27

-.34

-.20

.58

.80

--

chl

-.34

-.45

-.26

.76

.70

.63

--

cbo

-.58

-.42

-.28

.62

.47

.41

.51

--

ljo

.61

.52

.50

-.29

-.08

-.08

-.25

-.42

--

lho

.41

.52

.40

-.35

-.34

-.31

-.42

-.35

.64

lho

lpr

lag

lax

lsh

lhl

lbo

tjo

tho

tpr

tre

tag

tax

tsh

thl

--

lpr

.46

.50

.59

-.30

-.17

-.20

-.34

-.28

.72

.64

--

lag

-.38

-.31

-.21

.61

.55

.45

.55

.61

-.44

-.52

-.34

--

lax

-.17

-.21

-.09

.44

.66

.57

.47

.39

-.12

-.42

-.15

.61

--

lsh

-.18

-.26

-.15

.46

.70

.71

.56

.38

-.16

-.43

-.23

.57

.69

--

lhl

-.34

-.42

-.29

.63

.70

.67

.74

.49

-.33

-.59

-.43

.67

.68

.75

lbo

-.48

-.35

-.27

.51

.39

.34

.44

.73

-.51

-.48

-.39

.76

.50

.50

.58

--

tjo

.47

.47

.45

-.20

-.18

-.15

-.22

-.33

.58

.54

.48

-.38

-.26

-.28

-.30

-.40

--

tho

.42

.58

.47

-.29

-.35

-.34

-.35

-.29

.53

.63

.53

-.41

-.40

-.42

-.48

-.39

.70

--

tpr

.37

.50

.61

-.17

-.22

-.25

-.28

-.19

.48

.50

.60

-.23

-.26

-.29

-.38

-.26

.71

.68

--

tre

.07

.10

.22

-.01

.15

.12

-.07

.13

.12

.04

.19

.16

.33

.17

.05

.14

.06

-.05

.23

--

tag

-.25

-.25

-.12

.74

.65

.54

.65

.50

-.26

-.40

-.25

.69

.55

.59

.66

.52

-.25

-.36

-.20

.08

--

tax

-.16

-.23

-.08

.37

.63

.55

.42

.37

-.12

-.37

-.12

.55

.75

.63

.59

.42

-.39

-.48

-.29

.37

.57

--

tsh

-.13

-.26

-.12

.51

.70

.72

.63

.35

-.10

-.38

-.20

.47

.61

.78

.69

.38

-.30

-.43

-.37

.06

.64

.66

--

thl

-.26

-.38

-.23

.65

.70

.67

.78

.47

-.28

-.53

-.35

.63

.62

.72

.82

.53

-.39

-.53

-.40

.00

.73

.67

.79

--

Note. Variable names: c = class-related emotion, l = learning-related emotion, t = test emotion.

jo = enjoyment, ho = hope, pr = pride, re = relief, ag = anger, ax = anxiety, sh = shame, hl = hopelessness, bo = boredom.
N = 389. p < .01 for | r | > .13.

--