Development of the Japanese version of Achievement Emotions Questionnaire in a test situation

AbstractMedical learners’ achievement emotions during educational activities have remained unexamined in Asian cultural contexts. The Medical Emotion Scale (MES) was previously developed to assess achievement emotions experienced by North American medical learners during learning activities. The goal of this study was to create and validate a Japanese version of the Medical Emotion Scale (J-MES). We translated the MES into Japanese and conducted two initial validation studies of the J-MES. In the first pilot study, we asked five, native-Japanese, second-year medical students to assess their emotions with the J-MES during a computer-based clinical reasoning activity. Each participant was then interviewed to assess the clarity and suitability of the items. In a second, larger study, 41 Japanese medical students were recruited to assess the psychometric properties of the J-MES. We also conducted individual, semi-structured interviews with ten of these participants to explore potential cultural features in the achievement emotions of Japanese students. The first pilot study demonstrated that the J-MES descriptions were clear, and that the scale captured an appropriate range of emotions. The second study revealed that the J-MES scale’s profiles and internal structure were largely consistent with control-value theory. The achievement emotions of pride, compassion, and surprise in the J-MES were found to be susceptible to cultural differences between North American and Japanese contexts. Our findings clearly demonstrated the scoring capacity, generalizability, and extrapolability of the J-MES.

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Achievement Emotions Questionnaire--Japanese Version

PsycTESTS Dataset ◽

10.1037/t59910-000 ◽

2015 ◽

Author(s):

Yasuyo Ikeda

Keyword(s):

Japanese Version ◽

Achievement Emotions

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Mathematics: I don't like it! I like it! Very much, a little, not at all... Social support and emotions in students from 2nd and 3rd cycles of education

Análise Psicológica ◽

10.14417/ap.1156 ◽

2017 ◽

Vol 35 (3) ◽

pp. 281-296 ◽

Cited By ~ 5

Author(s):

Vera Monteiro ◽

Francisco Peixoto ◽

Lourdes Mata ◽

Cristina Sanches

Keyword(s):

Student Perceptions ◽

Positive Emotions ◽

Negative Emotions ◽

Test Results ◽

Test Situation ◽

Older Students ◽

Achievement Emotions ◽

Positive Class ◽

And Gender ◽

Support Teacher

This research analyses achievement emotions and their relationship to perceived classroom support (teacher and peers) as well as the effects of grade, achievement and gender on emotions in a specific subject domain: mathematics. The participants were 1,494 Portuguese students from the sixth and eighth grades who were asked about their perceptions of teacher and peer support and their achievement emotions towards mathematics (Boredom, Hopelessness, Anger, Anxiety, Enjoyment, Pride and Relief) in two different settings (classroom and test). Results provide empirical evidence that student perceptions of classroom support were positively related to positive activating emotions and negatively related to negative emotions. Furthermore students with higher mathematics grades were found to have higher scores in positive emotions and lower scores in negative emotions in both classroom and test situations. A decrease in positive emotions and an increase of negative emotions in older students were also found. In regard to gender the analysis highlighted that positive class emotions were not significantly different, and show a significant effect on Anxiety with girls achieving higher scores than boys. In the test situation gender had a significant effect on Hopelessness, Anxiety and Relief, with girls showing higher scores than boys. For positive test emotions boys reported more Enjoyment and Pride than girls.

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Further Validity of the Japanese Version of the Ten Item Personality Inventory (TIPI-J)

Journal of Individual Differences ◽

10.1027/1614-0001/a000145 ◽

2014 ◽

Vol 35 (4) ◽

pp. 236-244 ◽

Cited By ~ 16

Author(s):

Atsushi Oshio ◽

Shingo Abe ◽

Pino Cutrone ◽

Samuel D. Gosling

Keyword(s):

Big Five ◽

Content Validity ◽

Structural Equation ◽

English Language ◽

Full Range ◽

Reliability And Validity ◽

Japanese Version ◽

Personality Inventory ◽

Equation Modeling ◽

Big Five Personality

The Ten Item Personality Inventory (TIPI; Gosling, Rentfrow, & Swann, 2003 ) is a widely used very brief measure of the Big Five personality dimensions. Oshio, Abe, and Cutrone (2012) have developed a Japanese version of the TIPI (TIPI-J), which demonstrated acceptable levels of reliability and validity. Until now, all studies examining the validity of the TIPI-J have been conducted in the Japanese language; this reliance on a single language raises concerns about the instrument’s content validity because the instrument could demonstrate reliability (e.g., retest) and some forms of validity (e.g., convergent) but still not capture the full range of the dimensions as originally conceptualized in English. Therefore, to test the content validity of the Japanese TIPI with respect to the original Big Five formulation, we examine the convergence between scores on the TIPI-J and scores on the English-language Big Five Inventory (i.e., the BFI-E), an instrument specifically designed to optimize Big Five content coverage. Two-hundred and twenty-eight Japanese undergraduate students, who were all learning English, completed the two instruments. The results of correlation analyses and structural equation modeling demonstrate the theorized congruence between the TIPI-J and the BFI-E, supporting the content validity of the TIPI-J.

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