RT info:eu-repo/semantics/article
T1 Psychometric Analysis and Contribution to the Evaluation of the Exams-Related Emotions Scale in Primary and Secondary School Students
A1 Obregón Cuesta, Ana Isabel
A1 Mínguez Mínguez, Luis Alberto
A1 León del Barco, Benito
A1 Mendo-Lázaro, Santiago
A1 Fernández Solana, Jessica
A1 González Santos, Josefa
A1 González Bernal, Jerónimo
K1 Emotions
K1 Exams
K1 Educational context
K1 Students
K1 Primary school
K1 Secondary school
K1 Gender
K1 Academic performance
K1 Educación
K1 Education
K1 Enseñanza primaria
K1 Education, Primary
K1 Enseñanza secundaria
K1 Education, Secondary
K1 Psicología
K1 Psychology
AB The objective of this research was to perform a construct validity, and a psychometricanalysis of the Exams-related Emotions Scale (EES), analyze the differences in their scores regardinggender and academic year in primary and secondary education student, as well as study the relationship between emotions and academic performance. During the construction and analysis of thepsychometric characteristics of the scale, an Exploratory Factor Analysis (EFA) and a ConfirmatoryFactor Analysis (CFA) were performed. To test EES scores based on gender and school year, theT-Student test for independent samples and ANOVA were used, respectively. To verify the relationship between the scores of the different types of emotions and academic performance, the Pearsoncorrelation test was performed. A total of 562 students belonging to the 5th (n = 228) and 6th (n = 186)primary school year and the 1st (n = 134) and 2nd (n = 94) secondary school year participated in theresearch. Age between 10 and 15 years old (mean = 11.66, standard deviation = 1.206) both males(50.5%) and females (49.5%). The results offered support for the three-factor structure. The analysisof invariance with respect to gender showed that the factor structure was invariant. Boys scoredhigher on the positive emotions factor and lower scores on anxiety than girls. Regarding schoolyear, negative emotions and anxiety related to exams increase in the secondary courses comparedto Primary while for positive emotions it is primary school students who obtain higher scores. Thecorrelation coefficient between negative emotions (as well as anxiety) and school performance isnegative whereas the correlation coefficient between positive emotions and academic performance ispositive. EES scale is an instrument with scientific rigor and with adequate reliability and validityto be able to know the emotions that primary and secondary school students suffer when they aresubjected to evaluation processes in the academic context.
PB MDPI
YR 2022
FD 2022-06
LK http://hdl.handle.net/10259/7602
UL http://hdl.handle.net/10259/7602
LA eng
DS Repositorio Institucional de la Universidad de Burgos
RD 04-dic-2024