Achievement emotions are emotions that students can experience that can affect and are affected by academic performance. These emotions, such as anxiety, have been extensively studied in recent years in relation to student performance and retention. An instrument that can reliably correlate achievement emotions to student performance could be used as a predictive tool for student academic success and, therefore, retention. One such instrument, the Shortened Achievement Emotion Questionnaire (AEQ-S), has been shown to reliably assess several of these achievement emotions in undergraduate students from various disciplines. To assess achievement emotions more specific to undergraduate chemistry students, the AES-S was modified to contain more chemistry-centric language, as well as adding laboratory-specific questions to assess student achievement emotions in general chemistry lab courses. This novel instrument for measuring achievement emotions in general chemistry courses (AEQ-SGCHEM) was psychometrically evaluated and shown to produce valid and reliable data using McDonald’s omega and confirmatory factor analysis. Achievement emotions were found to be separate constructs, dependent on the setting the emotion was being measured. Laboratory-based achievement emotions were also found to be unique emotional experiences compared to emotions based solely in a lecture setting.

AEQ-SGCHEM: Development and evaluation of an instrument for exploring achievement emotions of general chemistry students

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