Abstracts - Earli

(2) The focus of Preckel and colleagues’ study is on aspects of the reference group, namely itsachievement level, which might be an important antecedent of students’ emotional experiences inclass, additionally to individual achievement. (3) Götz and colleagues investigate whetherintelligence has an impact on academic emotional experiences and (4) Dina and Efklides analyzethe effects of goal orientation instructions and extrinsic feedback valence on students’ emotions.Finally, (5) Järvenoja and Järvelä focus on the regulation of emotions in social learning situations.The competency to regulate one’s emotional experiences can be assumed to impact on the actualexperiences of academic emotions and can consequently be seen as central antecedent of emotions.Results of the five studies will be summed up and discussed by a well known expert in research onacademic emotions, namely by Lisa Linnenbrink from Duke University, US.Achievement emotions in Germany and China: A cross-cultural validation of the AcademicEmotions Questionnaire-Mathematics (AEQ-M)Anne Frenzel, University of Munich, GermanyTodd Thrash, College of William & Mary, USAReinhard Pekrun, University of Munich, GermanyThomas Götz, University of Munich, GermanyThe aim of this study was to establish the construct comparability and cross-cultural utility of theGerman and Chinese versions of the Academic Emotions Questionnaire-Mathematics (AEQ-M).Based on data from 312 German and 579 Chinese eighth grade students, mean and covariancestructures (MACS) analysis revealed that the AEQ-M shows a high degree of measurementinvariance across cultures. In addition, the emotions assessed by the AEQ-M showed similarpatterns of relationships with self-reports of achievement, parental achievement expectations, andattributions of success and failure across the German and Chinese samples. Confirming earlierfindings, Chinese students were found to experience higher levels of anxiety in mathematics. Theywere also found to experience more enjoyment, pride, and shame, and less anger, than Germanstudents. This research supports the use of the AEQ-M in cross-cultural research and provides dataabout a broader range of achievement emotions than has been investigated previously.Do intelligent students feel better in testing situations? Emotional experiences of different abilitygroups during an academic achievement testThomas Götz, University of Munich, GermanyAnne Frenzel, University of Munich, GermanyReinhard Pekrun, University of Munich, GermanyFranzis Preckel, University of Trier, GermanyNathan Hall, University of California, USAThis study examined test-related experiences of enjoyment, anger, anxiety, and boredom in asample of 2,059 6th-grade German school students and how they relate to students’ abstractreasoning ability. Emotions were assessed immediately before, during, and after a mathematicsachievement test. Analysis of variance showed that emotional experiences during the test situationdiffered based on students’ abstract reasoning ability level, with correspondence analysis revealingsubstantial differences between the emotional profiles of different ability groups. Enjoymentproved to be most prominent in students with high nonverbal cognitive ability, whereas anger andanxiety were predominant for students with low cognitive ability. Boredom was found to behighest among students in the intermediate cognitive ability group. Implications for research andpractice are discussed.– 52 –