Psychometric Analysis and Contribution to the Evaluation of the Exams-Related Emotions Scale in Primary and Secondary School Students

Ana Isabel Obregón-Cuesta, Luis Alberto Mínguez-Mínguez, Benito León-del-Barco, Santiago Mendo-Lázaro, Jessica Fernández-Solana, Josefa González-Santos and Jerónimo J. González-Bernal
Additional contact information
Ana Isabel Obregón-Cuesta: Department of Mathematics and Computing, University of Burgos, 09001 Burgos, Spain
Luis Alberto Mínguez-Mínguez: Department of Education Sciences, University of Burgos, 09001 Burgos, Spain
Benito León-del-Barco: Department of Psychology and Anthropology, University of Extremadura, 10071 Caceres, Spain
Santiago Mendo-Lázaro: Department of Psychology and Anthropology, University of Extremadura, 10071 Caceres, Spain
Jessica Fernández-Solana: Department of Health Sciences, University of Burgos, 09001 Burgos, Spain
Josefa González-Santos: Department of Health Sciences, University of Burgos, 09001 Burgos, Spain
Jerónimo J. González-Bernal: Department of Health Sciences, University of Burgos, 09001 Burgos, Spain

IJERPH, 2022, vol. 19, issue 11, 1-12

Abstract: The objective of this research was to perform a construct validity, and a psychometric analysis of the Exams-related Emotions Scale (EES), analyze the differences in their scores regarding gender 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 the psychometric characteristics of the scale, an Exploratory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA) were performed. To test EES scores based on gender and school year, the T-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 Pearson correlation 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 the research. 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 analysis of invariance with respect to gender showed that the factor structure was invariant. Boys scored higher on the positive emotions factor and lower scores on anxiety than girls. Regarding school year, negative emotions and anxiety related to exams increase in the secondary courses compared to Primary while for positive emotions it is primary school students who obtain higher scores. The correlation coefficient between negative emotions (as well as anxiety) and school performance is negative whereas the correlation coefficient between positive emotions and academic performance is positive. EES scale is an instrument with scientific rigor and with adequate reliability and validity to be able to know the emotions that primary and secondary school students suffer when they are subjected to evaluation processes in the academic context.

Keywords: emotions; exams; educational context; students; primary school; secondary school; gender; academic performance (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/1660-4601/19/11/6770/pdf (application/pdf)
https://www.mdpi.com/1660-4601/19/11/6770/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:19:y:2022:i:11:p:6770-:d:829772

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().