Reliability and validity of the Chinese version of the achievement emotions questionnaire for physical education in university students

Jianing Tian; Peifeng Liu; Qianqian Zhang; Shun Song; Shicheng An; Hongyan Yu

doi:10.1186/s12889-023-16759-5

Reliability and validity of the Chinese version of the achievement emotions questionnaire for physical education in university students

BMC Public Health. 2023 Sep 21;23(1):1839. doi: 10.1186/s12889-023-16759-5.

Authors

Jianing Tian¹, Peifeng Liu², Qianqian Zhang¹, Shun Song¹, Shicheng An¹, Hongyan Yu³

Affiliations

¹ Department of Physical Education, Shanghai Jiao Tong University, Shanghai, 200240, China.
² Department of Physical Education, Central South University, Changsha, 410083, China.
³ Department of Physical Education, Shanghai Jiao Tong University, Shanghai, 200240, China. yuhongyan@sjtu.edu.cn.

Abstract

Background: Achievement emotions have a significant impact on both the learning process and outcomes. However, there is currently no brief and effective questionnaire available to evaluate Chinese university students' achievement emotions in physical education courses. This study aimed to examine the reliability and validity of the Achievement Emotions for Physical Education Questionnaire (AEQ-PE) in a sample of Chinese university students, while also investigating its measurement invariance across gender and grade levels.

Methods: A cluster randomization sampling method was used to select 694 first- and second-year university students in Shanghai, China for the survey. Descriptive statistics, item analysis, reliability testing, and measurement invariance testing were conducted on the full sample (n = 694). Subsequently, the full sample was randomly divided into two groups, with Sample 1 (n = 347) undergoing exploratory factor analysis (EFA), and Sample 2 (n = 347) undergoing confirmatory factor analysis (CFA) to test the structural validity, convergent validity, and discriminant validity of the Chinese version of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE-C). Finally, Sample 3 (n = 45), which was retested one month later, was used to evaluate test-retest reliability.

Results: The Chinese version of the Achievement Emotions Questionnaire for Physical Education consists of 6 dimensions and 24 items, with good item discrimination. The EFA supported a 6-factor structure model, while the CFA demonstrated good model fit indices (χ2/df = 3.086, CFI = 0.928, TLI = 0.916, RMSEA = 0.078) and good convergent and discriminant validity. The questionnaire exhibits high internal consistency reliability (0.794) and excellent test-retest reliability (0.792). Furthermore, the multi-group analysis confirms that the AEQ-PE-C questionnaire has measurement invariance across gender and grade levels.

Conclusion: The Chinese version of the Achievement Emotions Questionnaire for Physical Education has good reliability and validity, as well as measurement invariance across gender and grade levels, making it an effective tool for measuring achievement emotions in physical education among Chinese university students.

Keywords: Achievement emotions; Measurement invariance; Physical education; Reliability; University students; Validity.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

China
East Asian People* / psychology
Educational Status*
Emotions*
Humans
Physical Education and Training*
Random Allocation
Reproducibility of Results
Students* / psychology
Surveys and Questionnaires
Universities