Achievement Emotions Questionnaire

(AEQ)

- User’s Manual -

Manual Version 2005

Reinhard Pekrun
Thomas Goetz
Department of Psychology
University of Munich
Germany

Raymond P. Perry
University of Manitoba
Canada

Suggested further citation for the AEQ:

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-
regulated learning and achievement: A program of quantitative and qualitative research.
Educational Psychologist, 37, 91-106.

Please address correspondence to Dr. R. Pekrun, Department of Psychology, University of Munich,

Leopoldstrasse 13, D-80802 Muenchen, Phone +49-89-2180-5149, Fax +49-89-2180-5250, E-mail
<pekrun@edupsy.uni-muenchen.de>.

© 2005 R. Pekrun, T. Goetz, R. P. Perry. All rights reserved.

AEQ 1

Acknowledgement

The development of the AEQ was supported by two research grants from the German Research
Foundation (DFG) to the first author (Pe 320/7-1, 320/7-3) and by a TransCoop grant to the first and
third author from the German American Academic Council. We want to thank Stefan Molfenter,
Wolfram Titz, Sabine Brettmann, Michaela Burger, Anne C. Frenzel, Steve Hladkyj, Michaela
Hochstadt, Barbara Jacob, Klaudia Kramer, Barbara Lerch, and Ute Reit for their help in developing
the AEQ.
AEQ 2

Contents

1. Introduction

1.1 General Description 3

1.2 Theoretical Framework of the AEQ 3
1.3 Development of the AEQ 4
1.4 Item and Scale Characteristics 5
1.5 Administering and Scoring the AEQ 5
1.6 Using the AEQ to assess Course-Specific and State Achievement Emotions 5

2. Listing of Scales and Instructions

2.1 Class-Related Emotion Scales 7

2.2 Learning-Related Emotion Scales 16
2.3 Test-Related Emotion Scales 25

3. The Achievement Emotions Questionnaire 34

4. Alternative Instructions for Assessing Course-Specific and

State Emotions

3.1 Assessment of Course-Specific Achievement Emotions 48

3.2 Assessment of State Achievement Emotions 49

5. References 51

6. Appendix: Scale Correlations 53

AEQ 3

1. Introduction

1.1 General Description

The Achievement Emotions Questionnaire (AEQ) is a multidimensional self-report instrument

designed to assess college students’ achievement emotions. It is based on a program of quantitative
and qualitative research that examined students’ emotions experienced in academic achievement
situations (for a summary, see Pekrun, Goetz, Titz, & Perry, 2002a). The AEQ measures a number
of discrete emotions for each of the three main categories of academic achievement situations, that
is, attending class, studying, and writing tests and exams. In its current version, the AEQ can be
used to assess eight different class-related emotions, eight learning-related emotions, and eight test
emotions. The test emotions section of the instrument has been published under the name “Test
Emotions Questionnaire” (TEQ; Pekrun, Goetz, Perry, Kramer, & Hochstadt, 2004). The Test
Emotions Questionnaire is an integral part of the AEQ.

There are three sections to the AEQ, containing the class-related, learning-related, and test-related
emotion scales. The class-related emotion scales include 80 items and measure the following eight
emotions: class-related enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom.
The learning-related emotion scales consist of 75 items assessing the same set of emotions in
situations of studying. The eight test emotion scales include 77 items pertaining to test-related
enjoyment, hope, pride, relief, anger, anxiety, shame, and hopelessness.

Within each section, the items are ordered in three blocks assessing emotional experiences before,
during, and after being in achievement situations addressed by the section. For example, the section
on test emotions contains three blocks of items pertaining to emotions experienced before, during,
and after taking tests. Sequencing items this way is in line with principles of situation-reaction
inventories (Endler & Okada, 1975) and aims at helping respondents to access their emotional
memories.

The AEQ assesses students’ typical, individual emotional reactions in achievement situations (trait
achievement emotions). By using alternative instructions, it can also be used to measure emotions
experienced in single courses (course-specific emotions), or in specific situations at specified points
of time (state achievement emotions; see sections 1.2, 1.6 and 4).

There are German-language versions of the AEQ scales (Molfenter, 1999; Titz, 2001), as well as
domain-specific variants assessing middle and high school students’ emotions experienced in
mathematics and language-related subjects (Achievement Emotions Questionnaire – Mathematics,
AEQ-M; Goetz, 2004; Pekrun et al., 2003; Achievement Emotions Questionnaire – Language,
AEQ-L; Goetz, Pekrun, Hall, & Haag, in press). Currently, the AEQ-M is available in English,
German, and Chinese language versions, and the AEQ-L in English and German versions.
AEQ 4

1.2 Theoretical Framework of the AEQ

Definition and components of “achievement emotion”. In line with contemporary component

process models of emotions (Scherer, 2000), we view emotions as sets of interrelated psychological
processes including affective, cognitive, physiological, and motivational components (e.g., feeling
tense and uneasy, worrying, being activated physiologically, and wanting to escape in anxiety).
Such a conception is in line with component models of test anxiety addressing affective, cognitive,
and physiological facets of this emotion (Zeidner, 1998). However, it extends beyond traditional
models of test anxiety by taking motivational components into account as well. Achievement
emotions are defined as emotions that are directly linked to achievement activities or achievement
outcomes. In past research, studies on achievement emotions typically focused on emotions relating
to achievement outcomes (like anxiety, pride, or shame linked to success and failure). The definition
used by the AEQ implies that emotions pertaining to achievement-related activities are also
considered as achievement emotions. Examples are enjoyment of learning, boredom experienced in
classroom instruction, or anger at the task demands of academic learning.

Emotions assessed by the AEQ: Representing the valence x activation circumplex. Four positive
emotions (enjoyment, hope, pride, and relief) and five negative emotions (anger, anxiety,
hopelessness, shame, and boredom) are assessed by the AEQ. The decision to include these
emotions was based on two main criteria. First, the AEQ addresses emotions that are experienced
frequently by college students (Pekrun, 1992; Pekrun et al., 2002a). Second, emotions can be
grouped according to the two dimensions of valence (positive vs. negative) and activation
(activating vs. deactivating; see Tellegen, Watson & Clark, 1999; Watson & Clark, 1992). These
two dimensions can be regarded as being essential for the effects of emotions on learning,
achievement, personality development, and health. Combining the two dimensions provides four
categories of emotions. The AEQ represents emotions of each of these four categories (positive
activating: enjoyment, hope, pride; positive deactivating: relief; negative activating: anger, anxiety,
shame; negative deactivating: hopelessness, boredom).

Contextualizing emotional experiences: Class-related, learning-related, and test-related emotions.

Attending class, studying, and taking tests and exams are the three most important types of
achievement situations at college and university. These situations differ concerning their functions
and social structures. By implication, it can be assumed that emotions regarding these situations can
differ as well. For example, enjoyment of classroom instruction may be different from enjoying the
challenge of an exam. Some students may be excited when going to class, others when writing
exams. Therefore, the AEQ provides separate scales for class-related, learning-related, and test-
related emotions.

Trait vs. state achievement emotions. As emotions generally, achievement emotions can be
conceptualized in trait-like or state-like ways. The defining characteristic of the trait vs. state
distinction is the temporal generality of the emotion under consideration. For example, habitual test
anxiety as measured by traditional test anxiety scales is being regarded as a trait emotion, whereas
anxiety experienced an hour before a specific exam would be viewed as a state emotion
(Spielberger, Anton & Bedell, 1976). On a conceptual continuum representing emotional traits
versus states, emotions typically experienced by a student in a specific semester-long course would
be located in between trait and state emotions. The AEQ can be used to assess all three types of
AEQ 5

achievement emotions (trait, course-specific, state) in each of the three types of achievement
settings (classroom instruction, studying, tests and exams) by adapting the instructions accordingly
(see sections 1.6 and 4).

1.3 Development of the AEQ

Scale and item development of the AEQ was based on student reports gained in qualitative,
exploratory studies on students’ emotional experiences in different achievement situations (Pekrun,
1992; Molfenter, 1999; Titz, 2001). Concerning test-related anxiety, item construction was based on
Sarason’s (1984) Reactions-to-Tests Questionnaire and Hodapp and Benson’s (1997) Integrative
Test Anxiety Questionnaire. From an initial item pool, items were selected for preliminary versions
of the scales by using expert judgment and criteria of redundancy. Selection of items for the final
German versions was based on item statistics of the preliminary versions and on results of
confirmatory factor analysis (see Titz, 2001, for the class-related and learning-related emotion
scales; and Molfenter, 1999; Pekrun et al., 2004, for the test emotion scales).

The final German AEQ scales were translated into the English language by a team of three experts,
two of them bilingual. A backtranslation procedure was used to ensure content-related item
equivalence. The English AEQ scales were administered to a sample of N = 389 students enrolled in
undergraduate psychology courses at a large midwestern Canadian university (234 females, 155
males; mean age 20.63 years, SD = 3.48). Item and scale characteristics reported in section 2 are
based on this sample.

1.4 Item and Scale Characteristics

The scales of the AEQ are detailed in section 2 of this manual. The section includes all items of the
AEQ, ordered by scale. Descriptive item statistics (means, standard deviations, part-whole corrected
item-total correlations) and scale statistics (means, standard deviations, reliabilities) are reported as
well. These statistics indicate that there is sufficient item score variation, and that item-total
correlations are robust. Also, there is sufficient variation of scale scores for each scale. The
reliabilities of the AEQ scales range from adequate to very good (Alpha = .75 to .93, with Alpha >
.80 for 20 of the 24 scales).

Scale correlations are shown in the Appendix. Most of these correlations are low to medium, thus
indicating discriminant validity. As is typical with emotion scales, higher correlations are found for
neighboring emotions (e.g., test anxiety and test hopelessness). However, as a general rule, even
correlations for neighboring emotions are low to medium when the AEQ is used to assess state
achievement emotions (for a more detailed discussion of interrelations of achievement emotions, see
Pekrun et al., 2002a, and Pekrun et al., 2004). The internal structural validity of the AEQ scales in
terms of emotion component structures has been analyzed by means of exploratory and confirmatory
factor analysis (Goetz, 2004; Molfenter, 1999; Pekrun et al., 2004; Titz, 2001).

The AEQ has been shown to be predictive for students’ academic achievement, course enrollment,
and dropout rates. For example, in the study reported by Titz (2001), correlations between university
students’ class-related and learning-related enjoyment, hope, and pride, on the one hand, and their
AEQ 6

grades on mid-studies exams, on the other, ranged from r = .27 to .45. Correlations for class-related
and learning-related anxiety, shame, and hopelessness were in the range of r = -.24 to -.46. Also,
achievement emotions as assessed by the AEQ relate to components of students’ learning processes
such as study interest, intrinsic and extrinsic motivation to learn, cognitive and metacognitive
strategies of learning, the investment of study effort, and the self-regulation of academic learning.
Furthermore, scales of the AEQ relate to students’ health and well-being. Gender, social feedback,
teachers’ classroom management and instructional behavior, and the social climate of classrooms
have been shown to be further important correlates of the achievement emotions assessed by the
AEQ. A more detailed discussion of these relations is beyond the scope of this manual (see Goetz,
2004; Goetz, Pekrun, Hall, & Haag, in press; Kleine, Goetz, Pekrun, & Hall, 2005; Molfenter, 1999;
Pekrun, 2000; Pekrun & Goetz, 2005; Pekrun et al., 2002a, 2002b; Pekrun et al., 2004; Perry,
Hladkyi, Pekrun, & Pelletier, 2001; Perry, Hladkyj, Pekrun, Clifton, & Chipperfield, 2005; Ruthig et
al., 2005; Spangler, Pekrun, Kramer, & Hofmann, 2002; Titz, 2001).

1.5 Administering and Scoring the AEQ

The three sections of the AEQ can be used together or singly. Within each section, the different
emotion scales can also be used separately. The instrument is designed to be modular and can be
used to fit the needs of the researcher. It can be given in class and takes approximately 40-50
minutes administration time when all three sections are administered. Because self-report measures
of emotions can generally be subject to response bias under unfavorable circumstances, the AEQ
should preferably be administered on a voluntary basis, and the data be used in a depersonalized
way.

Students rate their emotional experiences on a five point Likert scale from “strongly disagree” (1) to
“strongly agree” (5). Answer sheets can be used by students to record their ratings. Scales are
computed by summing the items of the scale and taking their mean.

1.6 Using the AEQ to assess Course-Specific and State Achievement Emotions

The instructions given in the original version of the AEQ request students to describe their general,
typical emotional experiences when attending class, studying, and taking tests at college and
university (trait achievement emotions). By changing the instruction accordingly, the instrument can
also be used to assess students’ emotions in a specific course (course-specific emotions), or in a
given achievement situation on a single day (state achievement emotions). The items do not contain
any references to temporal generality, such that they can be used under instructions of different
temporal and situational specificity.

The instructions for the original version of the AEQ are presented in sections 2 and 3. Alternative
instructions for use of the AEQ to assess course-specific and state achievement emotions are
described in section 4.
AEQ 7

2. Listing of Scales and Instructions

2.1 Class-Related Emotion Scales

This section of the questionnaire includes the eight class-related emotion scales assessing class-
related enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom.

The items of the scales pertain to the four different emotion component subscales within emotions
(affective, cognitive, motivational, and physiological component subscales as indicated by the 4th
letter - A, C, M, or P - within item labels). In the following, items are presented in a systematical
order. In the questionnaire, items are presented in three blocks pertaining to emotional feelings
experienced before, during, and after being in class (indicated by the last letter - B, D, or A - within
items labels). Items are mixed within blocks in the questionnaire.

INSTRUCTION

"Attending classes at university can induce different feelings. This part of the questionnaire refers to
emotions you may experience when being in class at university. Before answering the questions on
the following pages, please recall some typical situations of being in class which you have
experienced during the course of your studies."

(1) BEFORE CLASS

"The following questions pertain to feelings you may experience BEFORE being in class. Please
indicate how you feel, typically, before you go to class."

(2) DURING CLASS

"The following questions pertain to feelings you may experience DURING class. Please indicate
how you feel, typically, during class."

(3) AFTER CLASS

"The following questions pertain to feelings you may experience AFTER having been in class.
Please indicate how you feel, typically, after class."
AEQ 8

CLASS-RELATED ENJOYMENT (10)

Item M SD rit

1 CJOA1B I get excited about going to class. 2.89 1.06 .64

24 CJOA2D I enjoy being in class. 3.39 .97 .70
67 CJOA3A After class I start looking forward to the next class. 2.73 1.05 .57

5 CJOC1B I am looking forward to learning a lot in this class. 3.71 .95 .60
71 CJOC2A I am happy that I understood the material. 3.84 .80 .45
76 CJOC3A I am glad that it paid off to go to class. 3.86 .86 .43

11 CJOM1B I am motivated to go to this class because it’s exciting. 3.35 1.06 .65
32 CJOM2D My enjoyment of this class makes me want to participate. 3.40 .99 .55
41 CJOM3D It’s so exciting that I could sit in class for hours listening 2.25 1.10 .45
to the professor.

49 CJOP1D I enjoy participating so much that I get energized. 2.55 1.00 .50

Scale statistics:
M = 31.99
SD = 6.47
α = .85
AEQ 9

CLASS-RELATED HOPE (8)

Item M SD rit

7 CHOA1B I am confident when I go to class. 3.51 .91 .54

9 CHOA2B I am full of hope. 3.41 .97 .61

20 CHOC1B I am optimistic that I will be able to keep up with the 3.63 .94 .40
material.
23 CHOC2B I am hopeful that I will make good contributions in class. 3.24 .95 .41
37 CHOC3D I am confident because I understand the material. 3.52 .80 .50

4 CHOM1B Being confident that I will understand the material 3.58 .88 .53
motivates me.
13 CHOM2B My confidence motivates me to prepare for class. 2.99 .93 .53
16 CHOM3B My hopes that I will be successful motivate me to invest 3.49 .97 .43
a lot of effort.

Scale statistics:
M = 27.39
SD = 4.67
α = .79
AEQ 10

CLASS-RELATED PRIDE (9)

Item M SD rit

70 CPRA1A I am proud of myself. 3.31 .99 .57

30 CPRC1D I take pride in being able to keep up with the material. 3.55 .87 .50
40 CPRC2D I am proud that I do better than the others in this course. 3.28 1.11 .49
74 CPRC3A I think that I can be proud of what I know about this 3.58 .87 .62
subject.
53 CPRC4A I am proud of the contributions I have made in class. 3.12 .93 .55

46 CPRM1D When I make good contributions in class, I get even more 3.69 .96 .52
motivated.
77 CPRM2A Because I take pride in my accomplishments in this 3.70 .88 .54
course, I am motivated to continue.
80 CPRM3A I would like to tell my friends about how well I did in 3.34 1.03 .41
this course.

60 CPRP1D When I do well in class, my heart throbs with pride. 3.63 .94 .50

Scale statistics:
M = 31.20
SD = 5.50
α = .82
AEQ 11

CLASS-RELATED ANGER (9)

Item M SD rit

28 CAGA1D I feel frustrated in class. 2.15 1.02 .58

73 CAGA2A I am angry. 1.57 .87 .67

44 CAGC1D Thinking about the poor quality of the course makes me 2.27 1.13 .51
angry.
59 CAGC2D Thinking about all the useless things I have to learn makes 2.50 1.20 .50
me irritated.
78 CAGC3A When I think of the time I waste in class I get aggravated. 2.13 1.04 .60

8 CAGM1B I wish I didn’t have to attend class because it makes me 1.64 .90 .57
angry.
69 CAGM2A I wish I could tell the teachers off. 1.74 1.03 .57

39 CAGP1D I feel anger welling up in me. 1.62 .88 .68

54 CAGP2D Because I’m angry I get restless in class. 1.78 .99 .67

Scale statistics:
M = 17.39
SD = 6.24
α = .86
AEQ 12

CLASS-RELATED ANXIETY (12)

Item M SD rit
17 CAXA1B Thinking about class makes me feel uneasy. 1.97 1.01 .65
21 CAXA2B I feel scared. 1.87 1.01 .60
50 CAXA3D I feel nervous in class. 1.97 .97 .59

3 CAXC1B Even before class, I worry whether I will be able to 2.32 1.14 .63
understand the material.
12 CAXC2B I worry whether I’m sufficiently prepared for the lesson. 2.79 1.03 .47
15 CAXC3B I worry whether the demands might be too great. 2.83 1.17 .53
25 CAXC4D I worry the others will understand more than me. 2.58 1.20 .57

6 CAXM1B Because I’m so nervous I would rather skip the class. 1.68 .92 .42
56 CAXM2D I get scared that I might say something wrong, so I’d 3.09 1.33 .54
rather not say anything.

19 CAXP1B When I think about class, I get queasy. 1.76 .97 .54
35 CAXP2D I get tense in class. 2.09 1.03 .63
65 CAXP3D When I don’t understand something important in class, 2.73 1.24 .43
my heart races.

Scale statistics:
M = 27.68
SD = 8.30
α = .86
AEQ 13

CLASS-RELATED SHAME (11)

Item M SD rit

43 CSHA1D I get embarrassed. 1.92 1.03 .63

58 CSHA2D I am ashamed. 1.58 .84 .54

64 CSHC1D If the others knew that I don’t understand the material I 2.46 1.21 .65
would be embarrassed.
34 CSHC2D When I say anything in class I feel like I am making a 2.56 1.23 .76
fool of myself.
47 CSHC3D I’m embarrassed that I can’t express myself well. 2.66 1.23 .69
68 CSHC4A I am ashamed because others understood more of the 2.08 1.04 .55
lecture than I did.

38 CSHM1D After I have said something in class I wish I could crawl 2.24 1.21 .69
into a hole and hide.
72 CHSM2A I’d rather not tell anyone when I don’t understand 2.51 1.16 .55
something in class.

27 CSHP1D When I say something in class I feel like I turn red. 3.02 1.35 .59
52 CSHP2D Because I get embarrassed, I become tense and inhibited. 2.12 1.11 .65
62 CSHP3D When I talk in class I start stuttering. 2.08 1.14 .55

Scale statistics:
M = 25.22
SD = 8.80
α = .89
AEQ 14

CLASS-RELATED HOPELESSNESS (10)

Item M SD rit

14 CHLA1B The thought of this class makes me feel hopeless. 1.82 .91 .72
48 CHLA2D I feel hopeless. 1.63 .85 .65

10 CHLC1B Even before class, I am resigned to the fact that I won’t 1.71 .90 .70
understand the material.
55 CHLC2D I have lost all hope in understanding this class. 1.64 .87 .67
79 CHLC3A I feel hopeless continuing in this program of studies. 1.77 .91 .62

18 CHLM1B Because I’ve given up, I don’t have energy to go to class. 1.65 .93 .70
22 CHLM2B I’d rather not go to class since there is no hope of 1.65 .91 .67
understanding the material anyway.
2 CHLM3B It’s pointless to prepare for class since I don’t understand 1.81 .92 .57
the material anyway.

31 CHLP1D Because I don’t understand the material I look 2.18 1.02 .61
disconnected and resigned.
75 CHLP2A I feel so hopeless all my energy is depleted. 1.71 .90 .68

Scale statistics:
M = 17.56
SD = 6.68
α = .90
AEQ 15

CLASS-RELATED BOREDOM (11)

Item M SD rit

36 CBOA1D I get bored. 3.03 1.21 .80

63 CBOA2D I find this class fairly dull. 2.39 1.08 .67

51 CBOC1D The lecture bores me. 2.70 1.12 .79

61 CBOC2D Because I get bored my mind begins to wander. 3.33 1.18 .74

26 CBOM1D I’m tempted to walk out of the lecture because it is so 2.45 1.18 .63
boring.
66 CBOM2D I think about what else I might be doing rather than 2.86 1.21 .70
sitting in this boring class.
29 CBOM3D Because the time drags I frequently look at my watch. 3.31 1.21 .71

42 CBOP1D I get so bored I have problems staying alert. 2.77 1.17 .76
33 CBOP2D I get restless because I can’t wait for the class to end. 3.01 1.18 .79
57 CBOP3D During class I feel like I could sink into my chair. 2.15 1.12 .45
45 CBOP4D I start yawning in class because I’m so bored. 2.84 1.23 .78

Scale statistics:
M = 30.84
SD = 9.88
α = .93
AEQ 16

2.1 Learning-Related Emotion Scales

This section of the questionnaire includes the eight learning-related emotion scales assessing
learning-related enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom.

The items of the scales pertain to the four different emotion component subscales within emotions
(affective, cognitive, motivational, and physiological component subscales as indicated by the 4th
letter – "A", "C", "M", or "P" – within item labels. In the following, items are presented in a
systematical order. In the questionnaire, items are presented in three blocks pertaining to emotional
feelings experienced before, during, and after studying (indicated by the last letter – "B", "D", or
"A" – within items labels). Items are mixed within blocks in the questionnaire.

INSTRUCTION

"Studying for your courses at university can induce different feelings. This questionnaire refers to
emotions you may experience when studying. Before answering the questions on the following
pages, please recall some typical situations of studying which you have experienced during the
course of your studies."

(1) BEFORE STUDYING

"The following questions pertain to feelings you may experience BEFORE studying. Please
indicate how you feel, typically, before you begin to study."

(2) DURING STUDYING

"The following questions pertain to feelings you may experience DURING studying. Please
indicate how you feel, typically, during studying."

(3) AFTER STUDYING

"The following questions pertain to feelings you may experience AFTER having studied. Please
indicate how you feel, typically, after having studied."
AEQ 17

LEARNING-RELATED ENJOYMENT (10)

Item M SD rit

81 LJOA1B I look forward to studying. 2.51 1.07 .44

124 LJOA2D I enjoy the challenge of learning the material. 3.51 .94 .55
139 LJOA3D I enjoy acquiring new knowledge. 4.14 .84 .39

131 LJOC1D I enjoy dealing with the course material. 3.23 .90 .53
150 LJOC2A Reflecting on my progress in coursework makes me happy. 3.61 .88 .44

110 LJOM1D I study more than required because I enjoy it so much. 1.78 .88 .46
146 LJOM2A I am so happy about the progress I made that I am 3.37 .98 .50
motivated to continue studying.
154 LJOM3A Certain subjects are so enjoyable that I am motivated to 3.48 1.25 .41
do extra readings about them.

117 LJOP1D When my studies are going well, it gives me a rush. 4.00 1.03 .40
136 LJOP2D I get physically excited when my studies are going well. 3.47 1.13 .41

Scale statistics:
M = 33.09
SD = 5.78
α = .78
AEQ 18

LEARNING-RELATED HOPE (6)

Item M SD rit

88 LHOA1B I have an optimistic view toward studying. 3.19 .93 .45

98 LHOA2D I feel confident when studying. 3.29 .87 .69

83 LHOC1B I feel confident that I will be able to master the material. 3.28 .90 .49
94 LHOC2B I feel optimistic that I will make good progress at studying. 3.49 .86 .55

104 LHOM1D The thought of achieving my learning objectives 3.83 .93 .41
inspires me.
113 LHOM2D My sense of confidence motivates me. 3.19 .90 .55

Scale statistics:
M = 20.27
SD = 3.70
α = .77
AEQ 19

LEARNING-RELATED PRIDE (6)

Item M SD rit

144 LPRA1A I’m proud of myself. 3.64 1.00 .50

107 LPRC1D I’m proud of my capacity. 3.42 .98 .38

152 LPRC2A I think I can be proud of my accomplishments at studying. 3.59 .97 .54

129 LPRM1D Because I want to be proud of my accomplishments, I am 3.43 .99 .56

very motivated.

122 LPRP1D When I solve a difficult problem in my studying, my heart 3.60 1.11 .44
beats with pride.
135 LPRP2D When I excel at my work, I swell with pride. 3.91 .98 .49

Scale statistics:
M = 21.59
SD = 4.00
α = .75
AEQ 20

LEARNING-RELATED ANGER (9)

Item M SD rit

90 LAGA1B I get angry when I have to study. 2.04 1.10 .65

115 LAGA2D Studying makes me irritated. 2.63 1.10 .72
121 LAGA3D I get angry while studying. 2.04 1.05 .66

92 LAGC1B I’m annoyed that I have to study so much. 2.95 1.17 .56
128 LAGC2D I get annoyed about having to study. 2.80 1.15 .67

84 LAGM1B Because I get so upset over the amount of material, 2.56 1.17 .49
I don’t even want to begin studying.
100 LAGM2D I get so angry I feel like throwing the textbook out of 2.01 1.15 .54
the window.

106 LAGP1D When I sit at my desk for a long time, my irritation makes 3.02 1.24 .55
me restless.
143 LAGP2A After extended studying, I’m so angry that I get tense. 1.95 1.04 .53

Scale statistics:
M = 22.00
SD = 7.04
α = .86
AEQ 21

LEARNING-RELATED ANXIETY (11)

Item M SD rit

86 LAXA1B When I look at the books I still have to read, I get anxious. 2.94 1.16 .51
118 LAXA2D I get tense and nervous while studying. 2.41 1.00 .56
147 LAXA3A When I can’t keep up with my studies it makes me fearful. 3.51 1.20 .53

96 LAXC1D I worry whether I’m able to cope with all my work. 3.28 1.08 .56
125 LAXC2D The subject scares me since I don’t fully understand it. 2.77 1.15 .52
141 LAXC3A I worry whether I have properly understood the material. 3.30 1.11 .52

82 LAXM1B I get so nervous that I don’t even want to begin to study. 2.07 1.06 .42
102 LAXM2D While studying I feel like distracting myself in order to 2.67 1.26 .53
reduce my anxiety.

85 LAXP1B When I have to study I start to feel queasy. 1.70 .99 .39
111 LAXP2D As time runs out my heart begins to race. 3.33 1.24 .57
132 LAXP3D Worry about not completing the material makes me sweat. 2.71 1.25 .55

Scale statistics:
M = 30.69
SD = 7.76
α = .84
AEQ 22

LEARNING-RELATED SHAME (11)

Item M SD rit

127 LSHA1D I feel ashamed. 1.74 .99 .63

89 LSHC1B I feel ashamed about my constant procrastination. 3.04 1.24 .46

99 LSHC2D I feel ashamed that I can’t absorb the simplest of details. 2.39 1.21 .61
105 LSHC3D I feel ashamed because I am not as adept as others in 2.63 1.23 .57
studying.
134 LSHC4D I feel embarrassed about not being able to fully explain 2.49 1.19 .61
the material to others.
138 LSHC5D I feel ashamed when I realize that I lack ability. 2.49 1.21 .66
148 LSHC6A My memory gaps embarrass me. 2.43 1.22 .57

142 LSHM1A Because I have had so much troubles with the course 2.16 1.02 .57
material, I avoid discussing it.
151 LSHM2A I don’t want anybody to know when I haven’t been able 2.67 1.15 .48
to understand something.

114 LSHP1D When somebody notices how little I understand I avoid eye 2.61 1.25 .53
contact.
120 LSHP2D I turn red when I don’t know the answer to a question 2.33 1.26 .34
relating to the course material.

Scale statistics:
M = 29.00
SD = 8.32
α = .86
AEQ 23

LEARNING-RELATED HOPELESSNESS (11)

Item M SD rit

95 LHLA1B I feel hopeless when I think about studying. 2.12 1.04 .62
130 LHLA2D I feel helpless. 1.84 1.04 .70
153 LHLA3A I feel resigned. 2.15 .92 .54

123 LHLC1D I’m resigned to the fact that I don’t have the capacity to 2.05 .96 .65
master this material.
145 LHLC2A After studying I’m resigned to the fact that I haven’t got 2.02 .97 .62
the ability.
149 LHLC3A I’m discouraged about the fact that I’ll never learn the 2.11 1.07 .61
material.
155 LHLC4A I worry because my abilities are not sufficient for my 2.54 1.18 .60
program of studies.

108 LHLM1D I feel so helpless that I can’t give my studies my 2.26 1.13 .66
full efforts.
116 LHLM2D I wish I could quit because I can’t cope with it. 1.91 1.07 .60

91 LHLP1B My lack of confidence makes me exhausted before 2.07 1.10 .66

I even start.
101 LHLP2D My hopelessness undermines all my energy. 1.97 .99 .68

Scale statistics:
M = 23.06
SD = 8.09
α = .90
AEQ 24

LEARNING-RELATED BOREDOM (11)

Item M SD rit

112 LBOA1D The material bores me to death. 2.33 1.07 .70

133 LBOA2D Studying for my courses bores me. 2.67 1.13 .76
137 LBOA3D Studying is dull and monotonous. 2.75 1.14 .73

119 LBOC1D While studying this boring material, I spend my time 2.22 1.13 .48
thinking of how time stands still.
140 LBOC2D The material is so boring that I find myself daydreaming. 3.08 1.24 .78
109 LBOC3D I find my mind wandering while I study. 3.80 1.12 .61

87 LBOM1B Because I’m bored I have no desire to learn. 2.22 1.15 .52
93 LBOM2B I would rather put off this boring work till tomorrow. 3.21 1.26 .62

97 LBOP1D Because I’m bored I get tired sitting at my desk. 3.07 1.18 .71
103 LBOP2D The material bores me so much that I feel depleted. 2.30 1.07 .69
126 LBOP3D While studying I seem to drift off because it’s so boring. 3.05 1.14 .80

Scale statistics:
M = 30.69
SD = 9.29
α = .92
AEQ 25

2.3 Test-Related Emotion Scales

This section of the questionnaire includes the eight test emotion scales assessing test-related
enjoyment, hope, pride, relief, anger, anxiety, shame, and hopelessness. Together, the scales
constitute the “Test Emotions Questionnaire” (TEQ; Pekrun et al., 2004).

The items of the scales pertain to the four different emotion component subscales within emotions
(affective, cognitive, motivational, and physiological component subscales as indicated by the 4th
letter – "A", "C", "M", or "P" – within item labels). In the following, items are presented in a
systematical order. In the questionnaire, items are presented in three blocks pertaining to emotional
feelings experienced before, during, and after taking tests and exams (indicated by the last letter –
"B", "D", or "A" – within items labels). Items are mixed within blocks in the questionnaire.

INSTRUCTION

"Test and exams can induce different feelings. This part of the questionnaire refers to emotions you
may experience when taking tests or exams at university. Before answering the questions on the
following pages, please recall some typical situations of test-taking or exams which you have
experienced during the course of your studies."

(1) BEFORE TAKING THE TEST / EXAM

"The following questions pertain to feelings you may experience BEFORE taking a test or an exam.
Please indicate how you feel, typically, before taking a test or an exam."

(2) DURING TAKING THE TEST / EXAM

"The following questions pertain to feelings you may experience DURING taking a test or an exam.
Please indicate how you feel, typically, during taking a test or an exam."

(3) AFTER TAKING THE TEST / EXAM

"The following questions pertain to feelings you may experience AFTER taking a test or an exam.
Please indicate how you feel, typically, after taking a test or an exam."
AEQ 26

TEST ENJOYMENT (10)

Item M SD rit

156 TJOA1B I look forward to the exam. 2.04 1.08 .47

181 TJOA2D I enjoy taking the exam. 2.37 1.07 .54

173 TJOC1B I look forward to demonstrating my knowledge. 3.10 1.00 .53

200 TJOC2D I am happy that I can cope with the test. 3.48 .90 .40
204 TJOC3D For me the test is a challenge that is enjoyable. 2.70 1.09 .60

163 TJOM1B Because I enjoy preparing for the test, I’m motivated to 2.31 1.02 .43
do more than is necessary.
177 TJOM2B Because I look forward to being successful, I study hard. 3.50 .99 .44

169 TJOP1B Before taking the exam, I sense a feeling of eagerness. 3.08 1.09 .38
213 TJOP2A My heart beats faster with joy. 3.01 .98 .39
230 TJOP3A I glow all over. 2.74 1.09 .33

Scale statistics:
M = 28.33
SD = 6.00
α = .78
AEQ 27

TEST HOPE (8)

Item M SD rit

166 THOA1B I am optimistic that everything will work out fine. 3.37 .94 .58
193 THOA2D I am very confident. 3.00 .96 .59

171 THOC1B I have great hope that my abilities will be sufficient. 3.42 .87 .58
175 THOC2B I’m quite confident that my preparation is sufficient. 2.98 .93 .58
176 THOC3B I think about my exam optimistically. 3.16 .97 .59

158 THOM1B I start studying for the exam with great hope and 3.08 1.07 .34
anticipation.
180 THOM2B My confidence motivates me to prepare well. 3.14 .94 .60
183 THOM3D Hoping for success, I’m motivated to invest a lot of effort. 3.77 .91 .30

Scale statistics:
M = 25.91
SD = 4.93
α = .80
AEQ 28

TEST PRIDE (10)

Item M SD rit

224 TPRA1A I am very satisfied with myself. 3.32 .89 .65

232 TPRA2A I am proud of myself. 3.36 1.03 .64

187 TPRC1D I think that I can be proud of my knowledge. 3.46 .91 .55
215 TPRC2A To think about my success makes me feel proud. 3.66 .96 .60
212 TPRC3A I’m proud of how well I mastered the exam. 3.30 .95 .63

160 TPRM1B I’m so proud of my preparation that I want to start the 2.20 1.05 .34
exam now.
196 TPRM2D Pride in my knowledge fuels my efforts in doing the test. 3.27 .91 .55

209 TPRP1A When I get the test results back, my heart beats 3.20 .91 .59
with pride.
220 TPRP2A After the exam I feel ten feet taller because I’m 2.73 1.02 .63
so proud.
227 TPRP3A I walk out of the exam with the look of a winner on 2.82 1.03 .61
my face.

Scale statistics:
M = 31.32
SD = 6.48
α = .86
AEQ 29

TEST RELIEF (6)

Item M SD rit
221 TREA1A I feel relief. 4.02 .93 .62
228 TREA2A I feel freed. 3.59 1.06 .52
218 TREA3A I feel very relieved. 3.88 1.01 .58

210 TREP1A The tension in my stomach is dissipated. 3.34 1.08 .46

216 TREP2A I finally can breathe easy again. 3.49 1.12 .52
225 TREP3A I can finally laugh again. 3.20 1.07 .39

Scale statistics:
M = 21.59
SD = 4.00
α = .77
AEQ 30

TEST ANGER (10)

Item M SD rit

186 TAGA1D I get angry. 1.88 1.08 .60

214 TAGA2A I am fairly annoyed. 2.27 1.04 .55

159 TAGC1B I get angry over time pressures which don’t leave 3.33 1.19 .45
enough time to prepare.
167 TAGC2B I get angry about the amount of material I need to know. 2.86 1.18 .57
194 TAGC3D I think the questions are unfair. 2.45 .99 .59
208 TAGC4A I get angry about the teacher’s grading standards. 2.32 .99 .60

219 TAGM1A I wish I could tell the teacher off. 2.11 1.21 .58
226 TAGM2A I wish I could freely express my anger. 2.26 1.16 .56

223 TAGP1A My anger makes the blood rush to my head. 1.94 1.03 .62
231 TAGP2A I get so angry, I start feeling hot and flushed. 1.95 1.08 .57

Scale statistics:
M = 23.36
SD = 7.28
α = .86
AEQ 31

TEST ANXIETY (12)

Item M SD rit

170 TAXA1B Before the exam I feel nervous and uneasy. 3.46 1.16 .62
188 TAXA2D I am very nervous. 3.04 1.32 .73
197 TAXA3D I feel panicky when writing the exam. 2.84 1.21 .74

157 TAXC1B I worry whether I have studied enough. 4.05 1.03 .51
179 TAXC2B I worry whether the test will be too difficult. 3.62 1.05 .58
182 TAXC3D I worry whether I will pass the exam. 3.42 1.24 .52

174 TAXM1B I get so nervous I wish I could just skip the exam. 2.57 1.30 .69
192 TAXM2D I get so nervous I can’t wait for the exam to be over. 2.59 1.28 .63
201 TAXM3D I am so anxious that I’d rather be anywhere else. 2.55 1.21 .69

165 TAXP1B I feel sick to my stomach. 2.31 1.28 .59

184 TAXP2D At the beginning of the test, my heart starts pounding. 3.45 1.23 .59
190 TAXP3D My hands get shaky. 2.29 1.25 .49

Scale statistics:
M = 45.54
SD = 13.00
α = .92
AEQ 32

TEST SHAME (10)

Item M SD rit

199 TSHA1D I feel humiliated. 1.79 1.01 .68

211 TSHA2A I feel ashamed. 1.92 .97 .69

162 TSHC1B I can’t even think about how embarrassing it would be to 3.04 1.40 .43
fail the exam.
191 TSHC2D I am ashamed of my poor preparation. 2.47 1.16 .58
207 TSHC3D I get embarrassed because I can’t answer the questions 2.00 1.04 .68
correctly.
217 TSHC4A My marks embarrass me. 2.29 1.11 .64

203 TSHM1D I get so embarrassed I want to run and hide. 1.52 .85 .62
222 TSHM2A When I get a bad mark I would prefer not to face my 2.48 1.21 .53
teacher again.

206 TSHP1D Because I am ashamed my pulse races. 1.79 .95 .66

229 TSHP2A When others find out about my poor marks I start to blush. 2.61 1.25 .56

Scale statistics:
M = 21.92
SD = 7.52
α = .87
AEQ 33

TEST HOPELESSNESS (11)

Item M SD rit

178 THLA1B I get depressed because I feel I don’t have much hope for 2.17 1.08 .67
the exam.
205 THLA2D I feel hopeless. 1.79 1.00 .74

164 THLC1B I have lost all hope that I have the ability to do well on 1.84 .96 .69
the exam.
202 THLC2D I have given up believing that I can answer the questions 1.92 1.02 .69
correctly.
185 THLC3D I start to think that no matter how hard I try I won’t 2.05 1.07 .72
succeed on the test.
195 THLC4D I start to realize that the questions are much too difficult 2.35 1.00 .65
for me.

168 THLM1B I feel so resigned about the exam that I can’t start doing 2.17 1.03 .62
anything.
172 THLM2B I’d rather not write the test because I have lost all hope. 1.93 1.00 .70
189 THLM3D I feel like giving up. 1.99 1.12 .70

161 THLP1B My hopelessness robs me of all my energy. 1.98 1.01 .67

198 THLP2D I feel so resigned that I have no energy. 1.93 .93 .75

Scale statistics:
M = 22.12
SD = 8.42
α = .92
AEQ 34

University of Munich / Germany University of Manitoba / Canada

Department of Psychology Department of Psychology
Dr. Reinhard Pekrun Dr. Raymond P. Perry
Dr. Thomas Goetz

Feeling and Thinking about University Experiences

- Achievement Emotions Questionnaire -

This questionnaire concerns your beliefs and opinions about the time you have spent at university up
until now. There are no right or wrong answers - we are simply trying to find out how you feel and
think about your university experience. We are interested in your personal opinions, so please be
candid in your responses. Your identity and your answers will be kept strictly confidential. The
information will be used for research purposes only and will not be available for any other
reasons.

The questionnaire consists of 232 items organized into three sections. All items are to be answered
on the provided bubble-sheets. Each row of bubbles is numbered to correspond with the item in the
questionnaire. Please be sure to fill in your answer in the row on the bubble sheet that corresponds
to the item number in the questionnaire. Please use a pencil (not a pen), and make sure to
completely fill in the bubble.

Your participation in this study is vital to its overall success and your time given in completing this
questionnaire is very much appreciated.

Thank you for your support!

© 2000 R. Pekrun, T. Goetz, R. P. Perry. All rights reserved.

AEQ 35

PART I - Class-Related Emotions

Attending classes at university can induce different feelings. This part of the questionnaire refers to
emotions you may experience when being in class at university. Before answering the questions on
the following pages, please recall some typical situations of being in class which you have
experienced during the course of your studies. Read each item carefully and RESPOND USING
THE SCALE PROVIDED. Record your answers on the BUBBLE SHEET, using the appropriate
number, 1 THROUGH 80.

BEFORE CLASS
The following questions pertain to feelings you may experience BEFORE being in class. Please
indicate how you feel, typically, before you go to class.

Strongly Strongly
Disagree Agree
1 2 3 4 5

1. I get excited about going to class.

2. It’s pointless to prepare for class since I don’t understand the material anyway.
3. Even before class, I worry whether I will be able to understand the material.
4. Being confident that I will understand the material motivates me.
5. I am looking forward to learning a lot in this class.
6. Because I’m so nervous I would rather skip the class.
7. I am confident when I go to class.
8. I wish I didn’t have to attend class because it makes me angry.
9. I am full of hope.
10. Even before class, I am resigned to the fact that I won’t understand the material.
11. I am motivated to go to this class because it’s exciting.
12. I worry whether I’m sufficiently prepared for the lesson.
13. My confidence motivates me to prepare for class.
14. The thought of this class makes me feel hopeless.
15. I worry whether the demands might be too great.
16. My hopes that I will be successful motivate me to invest a lot of effort.
AEQ 36

Strongly Strongly
Disagree Agree
1 2 3 4 5

17. Thinking about class makes me feel uneasy.

18. Because I’ve given up, I don’t have energy to go to class.
19. When I think about class, I get queasy.
20. I am optimistic that I will be able to keep up with the material.
21. I feel scared.
22. I’d rather not go to class since there is no hope of understanding the material anyway.
23. I am hopeful that I will make good contributions in class.

DURING CLASS
The following questions pertain to feelings you may experience DURING class. Please indicate
how you feel, typically, during class.

24. I enjoy being in class.

25. I worry the others will understand more than me.
26. I’m tempted to walk out of the lecture because it is so boring.
27. When I say something in class I feel like I turn red.
28. I feel frustrated in class.
29. Because the time drags I frequently look at my watch.
30. I take pride in being able to keep up with the material.
31. Because I don’t understand the material I look disconnected and resigned.
32. My enjoyment of this class makes me want to participate.
33. I get restless because I can’t wait for the class to end.
34. When I say anything in class I feel like I am making a fool of myself.
35. I get tense in class.
36. I get bored.
37. I am confident because I understand the material.
38. After I have said something in class I wish I could crawl into a hole and hide.
39. I feel anger welling up in me.
40. I am proud that I do better than the others in this course.
AEQ 37

Strongly Strongly
Disagree Agree
1 2 3 4 5

41. It’s so exciting that I could sit in class for hours listening to the professor.
42. I get so bored I have problems staying alert.
43. I get embarrassed.
44. Thinking about the poor quality of the course makes me angry.
45. I start yawning in class because I’m so bored.
46. When I make good contributions in class, I get even more motivated.
47. I’m embarrassed that I can’t express myself well.
48. I feel hopeless.
49. I enjoy participating so much that I get energized.
50. I feel nervous in class.
51. The lecture bores me.
52. Because I get embarrassed, I become tense and inhibited.
53. I am proud of the contributions I have made in class.
54. Because I’m angry I get restless in class.
55. I have lost all hope in understanding this class.
56. I get scared that I might say something wrong, so I’d rather not say anything.
57. During class I feel like I could sink into my chair.
58. I am ashamed.
59. Thinking about all the useless things I have to learn makes me irritated.
60. When I do well in class, my heart throbs with pride.
61. Because I get bored my mind begins to wander.
62. When I talk in class I start stuttering.
63. I find this class fairly dull.
64. If the others knew that I don’t understand the material I would be embarrassed.
65. When I don’t understand something important in class, my heart races.
66. I think about what else I might be doing rather than sitting in this boring class.
AEQ 38

AFTER CLASS
The following questions pertain to feelings you may experience AFTER having been in class.
Please indicate how you feel, typically, after class.

Strongly Strongly
Disagree Agree
1 2 3 4 5

67. After class I start looking forward to the next class.

68. I am ashamed because others understood more of the lecture than I did.
69. I wish I could tell the teachers off.
70. I am proud of myself.
71. I am happy that I understood the material.
72. I’d rather not tell anyone when I don’t understand something in class.
73. I am angry.
74. I think that I can be proud of what I know about this subject.
75. I feel so hopeless all my energy is depleted.
76. I am glad that it paid off to go to class.
77. Because I take pride in my accomplishments in this course, I am motivated to continue.
78. When I think of the time I waste in class I get aggravated.
79. I feel hopeless continuing in this program of studies.
80. I would like to tell my friends about how well I did in this course.
AEQ 39

PART II - LEARNING-RELATED EMOTIONS

Studying for your courses at university can induce different feelings. This part of the questionnaire
refers to emotions you may experience when studying. Before answering the questions on the follo-
wing pages, please recall some typical situations of studying which you have experienced during the
course of your studies. Read each item carefully and RESPOND USING THE SCALE PROVIDED.
Record your answers on the BUBBLE SHEET, using the appropriate number, 81 THROUGH 155.

BEFORE STUDYING
The following questions pertain to feelings you may experience BEFORE studying. Please indicate
how you feel, typically, before you begin to study.

Strongly Strongly
Disagree Agree
1 2 3 4 5

81. I look forward to studying.

82. I get so nervous that I don’t even want to begin to study.
83. I feel confident that I will be able to master the material.
84. Because I get so upset over the amount of material, I don’t even want to begin studying.
85. When I have to study I start to feel queasy.
86. When I look at the books I still have to read, I get anxious.
87. Because I’m bored I have no desire to learn.
88. I have an optimistic view toward studying.
89. I feel ashamed about my constant procrastination.
90. I get angry when I have to study.
91. My lack of confidence makes me exhausted before I even start.
92. I’m annoyed that I have to study so much.
93. I would rather put off this boring work till tomorrow.
94. I feel optimistic that I will make good progress at studying.
95. I feel hopeless when I think about studying.
AEQ 40

DURING STUDYING
The following questions pertain to feelings you may experience DURING studying. Please indicate
how you feel, typically, during studying.

Strongly Strongly
Disagree Agree
1 2 3 4 5

96. I worry whether I’m able to cope with all my work.

97. Because I’m bored I get tired sitting at my desk.
98. I feel confident when studying.
99. I feel ashamed that I can’t absorb the simplest of details.
100. I get so angry I feel like throwing the textbook out of the window.
101. My hopelessness undermines all my energy.
102. While studying I feel like distracting myself in order to reduce my anxiety..
103. The material bores me so much that I feel depleted.
104. The thought of achieving my learning objectives inspires me.
105. I feel ashamed because I am not as adept as others in studying.
106. When I sit at my desk for a long time, my irritation makes me restless.
107. I’m proud of my capacity.
108. I feel so helpless that I can’t give my studies my full efforts.
109. I find my mind wandering while I study.
110. I study more than required because I enjoy it so much.
111. As time runs out my heart begins to race.
112. The material bores me to death.
113. My sense of confidence motivates me.
114. When somebody notices how little I understand I avoid eye contact.
115. Studying makes me irritated.
116. I wish I could quit because I can’t cope with it.
117. When my studies are going well, it gives me a rush.
118. I get tense and nervous while studying.
119. While studying this boring material, I spend my time thinking of how time stands still.
AEQ 41

Strongly Strongly
Disagree Agree
1 2 3 4 5

120. I turn red when I don’t know the answer to a question relating to the course material.
121. I get angry while studying.
122. When I solve a difficult problem in my studying, my heart beats with pride.
123. I’m resigned to the fact that I don’t have the capacity to master this material.
124. I enjoy the challenge of learning the material.
125. The subject scares me since I don’t fully understand it.
126. While studying I seem to drift off because it’s so boring.
127. I feel ashamed.
128. I get annoyed about having to study.
129. Because I want to be proud of my accomplishments, I am very motivated.
130. I feel helpless.
131. I enjoy dealing with the course material.
132. Worry about not completing the material makes me sweat.
133. Studying for my courses bores me.
134. I feel embarrassed about not being able to fully explain the material to others.
135. When I excel at my work, I swell with pride.
136. I get physically excited when my studies are going well.
137. Studying is dull and monotonous.
138. I feel ashamed when I realize that I lack ability.
139. I enjoy acquiring new knowledge.
140. The material is so boring that I find myself daydreaming.
AEQ 42

AFTER STUDYING
The following questions pertain to feelings you may experience AFTER having studied. Please
indicate how you feel, typically, after having studied.

Strongly Strongly
Disagree Agree
1 2 3 4 5

141. I worry whether I have properly understood the material.

142. Because I have had so much troubles with the course material, I avoid discussing it.
143. After extended studying, I’m so angry that I get tense.
144. I’m proud of myself.
145. After studying I’m resigned to the fact that I haven’t got the ability.
146. I am so happy about the progress I made that I am motivated to continue studying.
147. When I can’t keep up with my studies it makes me fearful.
148. My memory gaps embarrass me.
149. I’m discouraged about the fact that I’ll never learn the material.
150. Reflecting on my progress in coursework makes me happy.
151. I don’t want anybody to know when I haven’t been able to understand something.
152. I think I can be proud of my accomplishments at studying.
153. I feel resigned.
154. Certain subjects are so enjoyable that I am motivated to do extra readings about them.
155. I worry because my abilities are not sufficient for my program of studies.
AEQ 43

PART III - Test Emotions

Tests and exams can induce different feelings. This part of the questionnaire refers to emotions you
may experience when taking tests or exams at university. Before answering the questions on the
following pages, please recall some typical situations of test-taking or exams which you have
experienced during the course of your studies. Read each item carefully and RESPOND USING
THE SCALE PROVIDED. Record your answers on the BUBBLE SHEET, using the appropriate
number, 156 THROUGH 232.

BEFORE TAKING THE TEST / EXAM

The following questions pertain to feelings you may experience BEFORE taking a test or an exam.
Please indicate how you feel, typically, before taking a test or an exam.

Strongly Strongly
Disagree Agree
1 2 3 4 5

156. I look forward to the exam.

157. I worry whether I have studied enough.
158. I start studying for the exam with great hope and anticipation.
159. I get angry over time pressures which don’t leave enough time to prepare.
160. I’m so proud of my preparation that I want to start the exam now.
161. My hopelessness robs me of all my energy.
162. I can’t even think about how embarrassing it would be to fail the exam.
163. Because I enjoy preparing for the test, I’m motivated to do more than is necessary.
164. I have lost all hope that I have the ability to do well on the exam.
165. I feel sick to my stomach.
166. I am optimistic that everything will work out fine.
167. I get angry about the amount of material I need to know.
168. I feel so resigned about the exam that I can’t start doing anything.
169. Before taking the exam, I sense a feeling of eagerness.
170. Before the exam I feel nervous and uneasy.
171. I have great hope that my abilities will be sufficient.
AEQ 44

Strongly Strongly
Disagree Agree
1 2 3 4 5

172. I’d rather not write the test because I have lost all hope.
173. I look forward to demonstrating my knowledge.
174. I get so nervous I wish I could just skip the exam.
175. I’m quite confident that my preparation is sufficient.
176. I think about my exam optimistically.
177. Because I look forward to being successful, I study hard.
178. I get depressed because I feel I don’t have much hope for the exam.
179. I worry whether the test will be too difficult.
180. My confidence motivates me to prepare well.

DURING TAKING THE TEST / EXAM

The following questions pertain to feelings you may experience DURING taking a test or an exam.
Please indicate how you feel, typically, during taking a test or an exam.

181. I enjoy taking the exam.

182. I worry whether I will pass the exam.
183. Hoping for success, I’m motivated to invest a lot of effort.
184. At the beginning of the test, my heart starts pounding.
185. I start to think that no matter how hard I try I won’t succeed on the test.
186. I get angry.
187. I think that I can be proud of my knowledge.
188. I am very nervous.
189. I feel like giving up.
190. My hands get shaky.
191. I am ashamed of my poor preparation.
192. I get so nervous I can’t wait for the exam to be over.
193. I am very confident.
194. I think the questions are unfair.
AEQ 45

Strongly Strongly
Disagree Agree
1 2 3 4 5

195. I start to realize that the questions are much too difficult for me.
196. Pride in my knowledge fuels my efforts in doing the test.
197. I feel panicky when writing the exam.
198. I feel so resigned that I have no energy.
199. I feel humiliated.
200. I am happy that I can cope with the test.
201. I am so anxious that I’d rather be anywhere else.
202. I have given up believing that I can answer the questions correctly.
203. I get so embarrassed I want to run and hide.
204. For me the test is a challenge that is enjoyable.
205. I feel hopeless.
206. Because I am ashamed my pulse races.
207. I get embarrassed because I can’t answer the questions correctly.
AEQ 46

AFTER TAKING THE TEST / EXAM

The following questions pertain to feelings you may experience AFTER taking a test or an exam.
Please indicate how you feel, typically, after taking a test or an exam.

Strongly Strongly
Disagree Agree
1 2 3 4 5

208. I get angry about the teacher’s grading standards.

209. When I get the test results back, my heart beats with pride.
210. The tension in my stomach is dissipated.
211. I feel ashamed.
212. I’m proud of how well I mastered the exam.
213. My heart beats faster with joy.
214. I am fairly annoyed.
215. To think about my success makes me feel proud.
216. I finally can breathe easy again.
217. My marks embarrass me.
218. I feel very relieved.
219. I wish I could tell the teacher off.
220. After the exam I feel ten feet taller because I’m so proud.
221. I feel relief.
222. When I get a bad mark I would prefer not to face my teacher again.
223. My anger makes the blood rush to my head.
224. I am very satisfied with myself.
225. I can finally laugh again.
226. I wish I could freely express my anger.
227. I walk out of the exam with the look of a winner on my face.
228. I feel freed.
229. When others find out about my poor marks I start to blush.
230. I glow all over.
231. I get so angry, I start feeling hot and flushed.
232. I am proud of myself.
AEQ 47

Thank you for participating in our research on

achievement emotions!
AEQ 48

4. Alternative Instructions for Assessing Course-Specific

and State Emotions

4.1 Assessment of Course-Specific Achievement Emotions

The original version of the AEQ is used to assess students’ habitual, typical achievement emotions
experienced at college and university (trait achievement emotions). Using a slightly altered format
for the instructions preceding each section in the questionnaire, the AEQ can be used to assess
students’ emotions typically experienced in a specific, single course. Since the items themselves do
not contain any more specific temporal or situational references, there is no need to change any of
the items. The following instructions can be used to assess students’ course-specific emotions.

Part I – Class-Related Emotions

“Attending classes at university can induce different feelings. This part of the questionnaire refers to
emotions you may experience when attending class in this course. Before answering the questions
on the following pages, please recall some typical situations of being in class which you have
experienced in this course.”

Before Class
“The following questions pertain to feelings you may experience BEFORE being in class in this
course. Please indicate how you feel, typically, before you go to class.”

During Class
“The following questions pertain to feelings you may experience DURING class in this course.
Please indicate how you feel, typically, during class.”

After Class
“The following questions pertain to feelings you may experience AFTER having been in class in
this course. Please indicate how you feel, typically, after class.”

Part II – Learning-Related Emotions

"Studying for your courses at university can induce different feelings. This questionnaire refers to
emotions you may experience when studying for this course. Before answering the questions on the
following pages, please recall some typical situations of studying which you have experienced
during this course."

Before Studying
"The following questions pertain to feelings you may experience BEFORE studying for this course.
Please indicate how you feel, typically, before you begin to study for this course."
AEQ 49

During Studying
"The following questions pertain to feelings you may experience DURING studying for this course.
Please indicate how you feel, typically, during studying for this course."

After Studying
"The following questions pertain to feelings you may experience AFTER having studied for this
course. Please indicate how you feel, typically, after having studied for this course."

Part III – Test Emotions

"Test and exams can induce different feelings. This part of the questionnaire refers to emotions you
may experience when taking tests or exams in this course. Before answering the questions on the
following pages, please recall some typical situations of test-taking or exams which you have
experienced during this course."

Before Taking the Test/Exam

"The following questions pertain to feelings you may experience BEFORE taking a test or an exam
in this coursse. Please indicate how you feel, typically, before taking a test or an exam in this
course."

During Taking the Test/Exam

"The following questions pertain to feelings you may experience DURING taking a test or an exam
in this course. Please indicate how you feel, typically, during taking a test or an exam in this
course."

After Taking the Test/Exam

"The following questions pertain to feelings you may experience AFTER taking a test or an exam in
this course. Please indicate how you feel, typically, after taking a test or an exam in this course."

3.2 Assessment of State Achievement Emotions

The AEQ scales can also be used to assess students’ emotions experienced in single achievement
situations at specific points of time. Generally, using self-report measures, state emotions can be
assessed during the situation in which the emotion is experienced (concurrent assessment), or
afterwards (retrospective assessment). When doing the assessment within the situation, the section
of the questionniare that addresses the situation can be used by changing the instruction into a state
format, using the same items as in the original version. When assessing state emotions after the
situation, the instruction has to use a retrospective state format. In addition, in this case item
wordings have to be changed from the present or future to the past. In the following, two examples
for concurrent and retrospective assessment of state emotions are given.
AEQ 50

(a) Concurrent assessment of state emotions – sample instruction

(for class-related emotions)

Attending classes at university can induce different feelings. This questionnaire refers to emotions
you may experience in this class today. Please indicate how you currently feel in this class.

Strongly Strongly
Disagree Agree
1 2 3 4 5

24. I enjoy being in class.

….
66. I think about what else I might be doing rather than sitting in this boring class.

(b) Retrospective assessment of state emotions – sample instruction

(for class-related emotions)

Attending classes at university can induce different feelings. This questionnaire refers to emotions
you may have experienced when being in this class today. Please indicate how you felt when being
in this class.

Strongly Strongly
Disagree Agree
1 2 3 4 5

24. I enjoyed being in class.

….
66. I thought about what else I might be doing rather than sitting in this boring class.
AEQ 51

5. References

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General Trait Anxiousness. Journal of Consulting and Clinical Psychology, 43, 319-329.
Goetz, T. (2004). Emotionales Erleben und selbstreguliertes Lernen bei Schülern im Fach
Mathematik [Students emotions and self-regulated learning in mathematics]. Munich, Germany:
Utz.
Goetz, T., Pekrun, R., Hall, N., & Haag, L. (in press). Academic emotions from a socio-cognitive
perspective: Antecedents and domain specificity of students’ affect in the context of Latin
instruction. British Journal of Educational Psychology.
Hodapp, V., & Benson, J. (1997). The multidimensionality of test anxiety: A test of different
models. Anxiety, Stress and Coping, 10, 219-244.
Kleine, M., Goetz, T., Pekrun, R., & Hall, N. (2005). The structure of students' emotions
experienced during a mathematical achievement test. International Reviews on Mathematical
Education, 37, 221-225.
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Pekrun, R. (2000). A social cognitive, control-value theory of achievement emotions. In J.
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Elsevier.
Pekrun, R. & Goetz, T. (2005, August). Classroom environment, academic achievement, and
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Pekrun, R., Goetz, T., Jullien, S., Frenzel, A. C., vom Hofe, R., & Blum, W. (2003).
Skalenhandbuch PALMA (Projekt zur Analyse der Leistungsentwicklung in Mathematik)
[Codebook for the PALMA study (Project for the Analysis of Learning and Achievement in
Mathematics)]. Department of Psychology, University of Munich, Germany.
Pekrun, R., Goetz, T., Perry, R.P., Kramer, K., & Hochstadt, M. (2004). Beyond test anxiety:
Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress and
Coping, 17, 287-316.
Pekrun, R., Goetz, T., Titz, W., & Perry, R.P. (2002a). Academic emotions in students’ self-
regulated learning and achievement: A program of quantitative and qualitative research.
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Frydenberg (Ed.), Beyond coping: Meeting goals, visions, and challenges (pp. 149-174). Oxford,
UK: Elsevier.
AEQ 52

Perry, R.P., Hladkyi, S., Pekrun, R., & Pelletier, S. (2001). Academic control and action control in
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APPENDIX: SCALE CORRELATIONS

cjo cho cpr cag cax csh chl cbo ljo lho lpr lag lax lsh lhl lbo tjo tho tpr tre tag tax tsh thl

cjo --
cho .71 --
cpr .62 .68 --
cag -.41 -.36 -.22 --
cax -.25 -.36 -.16 .65 --
csh -.27 -.34 -.20 .58 .80 --
chl -.34 -.45 -.26 .76 .70 .63 --
cbo -.58 -.42 -.28 .62 .47 .41 .51 --
ljo .61 .52 .50 -.29 -.08 -.08 -.25 -.42 --
lho .41 .52 .40 -.35 -.34 -.31 -.42 -.35 .64 --
lpr .46 .50 .59 -.30 -.17 -.20 -.34 -.28 .72 .64 --
lag -.38 -.31 -.21 .61 .55 .45 .55 .61 -.44 -.52 -.34 --
lax -.17 -.21 -.09 .44 .66 .57 .47 .39 -.12 -.42 -.15 .61 --
lsh -.18 -.26 -.15 .46 .70 .71 .56 .38 -.16 -.43 -.23 .57 .69 --
lhl -.34 -.42 -.29 .63 .70 .67 .74 .49 -.33 -.59 -.43 .67 .68 .75 --
lbo -.48 -.35 -.27 .51 .39 .34 .44 .73 -.51 -.48 -.39 .76 .50 .50 .58 --
tjo .47 .47 .45 -.20 -.18 -.15 -.22 -.33 .58 .54 .48 -.38 -.26 -.28 -.30 -.40 --
tho .42 .58 .47 -.29 -.35 -.34 -.35 -.29 .53 .63 .53 -.41 -.40 -.42 -.48 -.39 .70 --
tpr .37 .50 .61 -.17 -.22 -.25 -.28 -.19 .48 .50 .60 -.23 -.26 -.29 -.38 -.26 .71 .68 --
tre .07 .10 .22 -.01 .15 .12 -.07 .13 .12 .04 .19 .16 .33 .17 .05 .14 .06 -.05 .23 --
tag -.25 -.25 -.12 .74 .65 .54 .65 .50 -.26 -.40 -.25 .69 .55 .59 .66 .52 -.25 -.36 -.20 .08 --
tax -.16 -.23 -.08 .37 .63 .55 .42 .37 -.12 -.37 -.12 .55 .75 .63 .59 .42 -.39 -.48 -.29 .37 .57 --
tsh -.13 -.26 -.12 .51 .70 .72 .63 .35 -.10 -.38 -.20 .47 .61 .78 .69 .38 -.30 -.43 -.37 .06 .64 .66 --
thl -.26 -.38 -.23 .65 .70 .67 .78 .47 -.28 -.53 -.35 .63 .62 .72 .82 .53 -.39 -.53 -.40 .00 .73 .67 .79 --

Note. Variable names: c = class-related emotion, l = learning-related emotion, t = test emotion.

jo = enjoyment, ho = hope, pr = pride, re = relief, ag = anger, ax = anxiety, sh = shame, hl = hopelessness, bo = boredom.
N = 389. p < .01 for | r | > .13.