ADAPTATION OF A BATTERY OF QUESTIONNAIRES FOR THE STUDY OF EMOTIONAL STATES IN THE EDUCATION OF HIGH SCHOOL STUDENTS

Abstract

Relevance of the study. The article presents the results of the standardization of the AEQ questionnaire, which consists of 24 scales assessing nine emotional traits related to achievements: satisfaction, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom. These scales are organized into three sections (three separate questionnaires) related to academic settings related to the lesson, teaching, and testing. The items cover emotional experiences before, during, or after the relevant environment, and they measure the affective, cognitive, motivational, and physiological components of each emotion. Such a broad coverage allows researchers to study a wide range of emotional experiences in academic settings.

The Aim is to standardize the Ukrainian version of the AEQ methodology (Bieleke et al, 2020). Sample.

The psychometric sample consisted of 273 students from the Faculty of Social Sciences and Humanities and Social Technologies, evenly represented by course of study and gender.

Conclusions. The presented study adapted the Achievement Emotion Questionnaire (AEQ) - a theoretically grounded measurement tool that allows assessing different emotions of achievement in different learning situations: in classes, during learning and cognitive activities (joy, hope, pride, anger, anxiety, shame, hopelessness, boredom) and in the exam (joy, hope, pride, anger, anxiety, shame, hopelessness, relief). All questions of the three questionnaires showed high single-point reliability. High internal validity of the battery of techniques was revealed, which is determined by the presence of intercorrelations between the emotions of joy, hope, pride, anger, anxiety, shame and hopelessness in different situations. High test-retest reliability of the presented questionnaires was shown, and the limit values ​​of the norm for each emotion in each educational situation were determined.