scholarly journals Measuring achievement emotions questionnaire for physical education (AEQ-PE): a confirmatory study in Malay language

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Mohamad Fadil Ibrahim ◽  
Garry Kuan ◽  
Hairul Anuar Hashim ◽  
Nurul Azuar Hamzah ◽  
Yee Cheng Kueh
Keyword(s):  
Physical Education ◽  
Primary School ◽  
High Reliability ◽  
Measurement Model ◽  
Fit Indices ◽  
Achievement Emotions ◽  
Confirmatory Factor ◽  
Translation Techniques ◽  
Measuring Achievement ◽  
Primary School Pupils

Abstract Background This study aimed to verify a translated Malay version of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) by assessing the level of achievement emotions in six constructs among the Malaysian primary school pupils using the Confirmatory Factor Analysis (CFA). Methods A total of 607 Malay pupils, comprising 240 (39.5%) boys and 367 (60.5%) girls aged between 10 and 11, were recruited from 10 schools to answer the questionnaire, which measured their views on 24 items through a five-point Likert scale. The AEQ-PE was translated into Malay language (AEQ-PE-M) using forwarding to backward translation techniques. Certain phrases were adopted in accordance with the local culture and vocabulary appropriate for primary school pupils. CFA was performed using the Mplus 8.0 software, and the final model demonstrated high reliability in terms of the composite reliability and Cronbach’s alpha. Results Analysis of the CFA showed an acceptable fit indices in CFI (0.936), TLI (0.926), RMSEA = 0.039 (90% CI, 0.034, 0.045) and SRMR (0.049) of the AEQ-PE measurement model. All of the items in the original AEQ-PE version were retained and deemed suitable for Malay primary school pupils. Conclusion The AEQ-PE-M with 24 items was a suitable tool for measuring the level of school children’s involvement in determining achievement emotions and their motivation towards physical education.

Children's responses to interest items

2005 ◽  
Vol 22 (1) ◽  
pp. 22-37 ◽  
Author(s):  
James Athanasou ◽  
Iasonas Lamprianou
Keyword(s):  
Primary School ◽  
Rasch Model ◽  
Alternative Hypothesis ◽  
Measurement Model ◽  
General Interest ◽  
Point Scale ◽  
Personality Typology ◽  
Primary School Pupils ◽  
Children's Interests ◽  
Children's Activities

AbstractThe purpose of this report is to provide some data on the interests of primary school pupils. Year 3 6 pupils (N=240) responded to the Inventory of Children's Activities, a 30-item general interest questionnaire based on the hexagonal interest and personality typology of Holland. Responses to a 5-point scale were dichotomized and were analysed using a Rasch model (RUMM2010). Items conformed partly to the measurement model and the six scales were characterised by moderate separability (.586 to .690). It was considered that children's interests did not conform to an adult typology; that interests may be idiosyncratic; and, an alternative hypothesis of a general interest dimension comprising all 30 items was also explored. This resulted in a dimension with 0.897 separability and Cronbach alpha of 0.828 but still with the interests of some pupils not covered appropriately.

scholarly journals Explicating the South African Psychological Ownership Questionnaire’s confirmatory factor analysis model fit: A Bayesian structural equation modelling approach

2019 ◽  
Vol 45 ◽  
Author(s):  
Pieter Schaap
Keyword(s):  
South African ◽  
Structural Equation ◽  
Measurement Model ◽  
Model Fit ◽  
Psychological Ownership ◽  
Fit Indices ◽  
Chi Square ◽  
Equation Modelling ◽  
Confirmatory Factor ◽  
Global Fit

Orientation: The rigid application of conventional confirmatory factor analysis (CFA) techniques, the overreliance on global model fit indices and the dismissal of the chi-square statistic appear to have an adverse impact on the research of psychological ownership measures.Research purpose: The purpose of this study was to explicate the South African Psychological Ownership Questionnaire’s (SAPOS’s) CFA model fit using the Bayesian structural equation modelling (BSEM) technique.Motivation for the study: The need to conduct this study derived from a renewed awareness of the incorrect use of the chi-square statistic and global fit indices of CFA in social sciences research.Research approach/design and method: The SAPOS measurement model fit was explicated on two study samples consisting, respectively, of 712 and 254 respondents who worked in various organisations in South Africa. A Bayesian approach to CFA was used to evaluate if local model misspecifications were substantive and justified the rejection of the SAPOS model.Main findings: The findings suggested that a rejection of the SAPOS measurement model based on the results of the chi-square statistic and global fit indices would be unrealistic and unfounded in terms of substantive test theory.Practical/managerial implications: BSEM appeared to be a valuable diagnostic tool to pinpoint and evaluate local CFA model misspecifications and their effect on a measurement model.Contribution/value-add: This study showed the importance of considering local misspecifications rather than only relying the chi-square statistic and global fit indices when evaluating model fit.

scholarly journals Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE)

2020 ◽  
Vol 17 (12) ◽  
pp. 4560
Author(s):  
Sebastián Fierro-Suero ◽  
Bartolomé J. Almagro ◽  
Pedro Sáenz-López
Keyword(s):  
Factor Analysis ◽  
Regression Analysis ◽  
Physical Education ◽  
Temporal Stability ◽  
Value Theory ◽  
Education Students ◽  
Achievement Emotions ◽  
Control Value ◽  
Confirmatory Factor

The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been measured in different subjects and countries. The purpose of this research was to adapt and validate this questionnaire to assess achievement emotions in physical education. The sample of participants consisted of 902 (Mage = 13.15, SD = 1.17) secondary education students from various secondary schools in Spain. The psychometric properties of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) indicate that the scales are reliable and valid, as demonstrated by exploratory and confirmatory factor analysis, temporal stability, internal consistency and regression analysis. Considering the results achieved in the present study, the AEQ-PE opens a range of possibilities for both teachers and researchers. This instrument will help to understand the role of emotions in student learning and their motivation towards physical education.

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