Achievement Emotions Questionnaire--Elementary School

2012 ◽  
Author(s):  
Stephanie Lichtenfeld ◽  
Reinhard Pekrun ◽  
Robert H. Stupnisky ◽  
Kristina Reiss ◽  
Kou Murayama
Keyword(s):  
Elementary School ◽  
Achievement Emotions

scholarly journals Psychometric properties of the Portuguese version of the Achievement Emotions Questionnaire for Elementary School

2020 ◽  
Vol 38 (1) ◽  
pp. 127-139
Author(s):  
Cristina Sanches ◽  
Vera Monteiro ◽  
Lourdes Mata ◽  
Natalie Santos ◽  
Marta Gomes
Keyword(s):  
Elementary School ◽  
Psychometric Properties ◽  
Achievement Emotions ◽  
Portuguese Version

Os principais objetivos do corrente estudo consistiram na tradução e adaptação do Achievement Emotions Questionnaire – Elementary School (AEQ-ES) para Português e na análise das suas propriedades psicométricas. Uma amostra de 350 alunos portugueses do terceiro e quarto ano de escolaridade (com idades compreendidas entre os 7 e os 12 anos) completou a versão portuguesa do AEQ-ES (AEQ-ES-P). Tal como a versão original, o AEQ-ES-P mede o prazer, o aborrecimento e a ansiedade dos alunos em relação à matemática em três contextos académicos: assistir a aulas, fazer os trabalhos de casa e fazer testes. A análise fatorial confirmatória corroborou a estrutura hierárquica do AEQ-ES-P, que também se mostrou invariante entre géneros e anos de escolaridade. O instrumento mostrou também boa fiabilidade e estabilidade temporal. Foram encontradas correlações significativas na direção esperada entre o prazer, a ansiedade e o aborrecimento, bem como entre essas emoções, as perceções de competência dos alunos e a sua motivação intrínseca para a matemática, apoiando assim a validade interna e externa do questionário. Estes resultados indicam que o AEQ-ES-P apresenta boas propriedades psicométricas e é adequado para medir as emoções de realização de crianças portuguesas do terceiro e do quarto ano de escolaridade no domínio da matemática.

scholarly journals Investigating the Usability of a Head-Mounted Display Augmented Reality Device in Elementary School Children

Sensors ◽  
2021 ◽  
Vol 21 (19) ◽  
pp. 6623
Author(s):  
Luisa Lauer ◽  
Kristin Altmeyer ◽  
Sarah Malone ◽  
Michael Barz ◽  
Roland Brünken ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Specific Interaction ◽  
Multimodal Interaction ◽  
Achievement Emotions ◽  
Head Mounted Display ◽  
Technological Advances ◽  
Head Mounted Displays ◽  
Within Subjects

Augmenting reality via head-mounted displays (HMD-AR) is an emerging technology in education. The interactivity provided by HMD-AR devices is particularly promising for learning, but presents a challenge to human activity recognition, especially with children. Recent technological advances regarding speech and gesture recognition concerning Microsoft’s HoloLens 2 may address this prevailing issue. In a within-subjects study with 47 elementary school children (2nd to 6th grade), we examined the usability of the HoloLens 2 using a standardized tutorial on multimodal interaction in AR. The overall system usability was rated “good”. However, several behavioral metrics indicated that specific interaction modes differed in their efficiency. The results are of major importance for the development of learning applications in HMD-AR as they partially deviate from previous findings. In particular, the well-functioning recognition of children’s voice commands that we observed represents a novelty. Furthermore, we found different interaction preferences in HMD-AR among the children. We also found the use of HMD-AR to have a positive effect on children’s activity-related achievement emotions. Overall, our findings can serve as a basis for determining general requirements, possibilities, and limitations of the implementation of educational HMD-AR environments in elementary school classrooms.

scholarly journals Ακαδημαϊκά συναισθήματα και κίνητρα για την ανάγνωση: προκαταρκτικά ευρήματα για την ανάπτυξη και τις μεταξύ τους σχέσεις στην παιδική ηλικία και την προεφηβεία

2021 ◽  
Vol 26 (1) ◽  
pp. 73
Author(s):  
Παναγιώτα Δημητροπούλου ◽  
Διαμάντω Φιλιππάτου ◽  
Ελισάβετ Χρυσοχόου ◽  
Πέτρος Ρούσσος ◽  
Ασημίνα Μ. Ράλλη ◽  
...  
Keyword(s):  
Elementary School ◽  
Middle Childhood ◽  
Positive Emotions ◽  
Self Regulation ◽  
Autonomous Motivation ◽  
Discussion Section ◽  
Academic Emotions ◽  
Achievement Emotions ◽  
Relevant Evidence ◽  
Age Appropriate

In recent years, there is an increased interest in exploring psycho-emotional dimensions of learning. Scholars emphasize the important roles of emotion and motivation, in parallel to cognitive functions, in facilitating performance and achievement at school. Within this framework, the present study aimed at offering preliminary findings regarding reading-related academic emotions and motivation in the middle childhood and pre-adolescence years; relevant evidence in the Greek context remains scarce. The sample consisted of students attending the 3rd (Ν = 85) and 5th (Ν = 76) grades of elementary school. Participants completed (a) the Achievement Emotions Questionnaire – Elementary School, (b) the Achievement Emotions – Questionnaire for Pre-adolescence, (c) the Motivation for Reading Questionnaire as well as (d) the Self-Regulation Questionnaire – Reading Motivation. The analyses revealed a decrease of motivation for pre-adolescents regarding reading in academic or recreational contexts. As far as academic emotions are concerned, the positive emotion of enjoyment for reading also decreased as a function of age. Furthermore, positive emotions were positively related with internal motives in contrast to negative emotions, which also correlated positively yet with external motives. The discussion section highlights the need for continuing this line of research, which could eventually inform the development of age-appropriate interventions in schools, aiming to boost autonomous motivation and positive affect connected with learning.

scholarly journals Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)

2012 ◽  
Vol 22 (2) ◽  
pp. 190-201 ◽  
Author(s):  
Stephanie Lichtenfeld ◽  
Reinhard Pekrun ◽  
Robert H. Stupnisky ◽  
Kristina Reiss ◽  
Kou Murayama
Keyword(s):  
Elementary School ◽  
Early Years ◽  
Achievement Emotions

scholarly journals Achievement Goals and Achievement Emotions in Elementary School Students

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Naeimeh Kohoulat ◽  
Mohammad Reza Dehghani ◽  
Javad Kojuri ◽  
Ali Asghar Hayat
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Achievement Goals ◽  
School Students ◽  
Achievement Emotions

Validation of the Chinese version of the Achievement Emotions Questionnaire–Elementary School

2021 ◽  
Vol 49 (5) ◽  
pp. 1-11
Author(s):  
Lihua Zhou ◽  
Ying Wu
Keyword(s):  
Elementary School ◽  
Age Groups ◽  
The United States ◽  
Chinese Version ◽  
School Students ◽  
Chinese Sample ◽  
Achievement Emotions ◽  
Academic Effort ◽  
Academic Settings ◽  
Internal And External Validity

We developed the Chinese version of the Achievement Emotions Questionnaire–Elementary School (AEQ-ES), and tested its internal and external validity with a sample of 426 Chinese elementary school students aged between 6 and 10 years in three academic settings (class, homework, and test) of mathematics classes. The hierarchical model of the AEQ-ES for our Chinese sample was consistent with those obtained with samples of students in similar age groups in Italy, Germany, and the United States. We assessed the achievement emotions of enjoyment, boredom, and anxiety and found that girls (vs. boys) reported more class-related enjoyment, more academic effort, less classrelated anxiety, less boredom, and less homework-related boredom. Our results show that the Chinese version of the AEQ-ES is both valid and reliable; thus, it can be used in future studies.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

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