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Development of a Drawing Set for the Achievement Emotions Adjective List (DS-AEAL): Preliminary Data on a Pictorial Instrument for Children.

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Title: Development of a Drawing Set for the Achievement Emotions Adjective List (DS-AEAL): Preliminary Data on a Pictorial Instrument for Children.
Authors: Raccanello, Daniela1 (AUTHOR) daniela.raccanello@univr.it, Burro, Roberto1 (AUTHOR)
Source: Education Sciences. Jul2024, Vol. 14 Issue 7, p756. 18p.
Subject Terms: *Age differences, *Emotions, *Educational objectives, Performance in children, Boredom, Emotion recognition
Abstract: This work investigated the goodness of a Drawing Set for assessing children's achievement emotions, to be used together with a short form of the Achievement Emotions Adjective List (DS-AEAL). We considered control-value theory as the main theoretical framework. In Study 1, we developed a set of 10 drawings of faces representing enjoyment, pride, hope, relief, relaxation, anxiety, anger, shame, sadness, and boredom, involving 259 adults as raters. In Study 2, we administered a matching task and a labelling task to 89 adults. The results supported the goodness of the correspondence between the DS-AEAL and the verbal labels. In Study 3, we proposed the same tasks to 192 7-year-olds and 10-year-olds. We found age differences, with lower performance for younger children in line with their less-developed abilities in recognition and recall. Overall, recognition and recall were better for primary compared to secondary emotions. Notwithstanding their preliminary nature, our results support the goodness of the DS-AEAL to assess achievement emotions in various learning contexts, together with the corresponding verbal labels. It can satisfy research and educational purposes, primarily in academic contexts such as the school, where reliable, valid, and easy-to-administer methods are essential. [ABSTRACT FROM AUTHOR]
Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Development of a Drawing Set for the Achievement Emotions Adjective List (DS-AEAL): Preliminary Data on a Pictorial Instrument for Children.
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  Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Jul2024, Vol. 14 Issue 7, p756. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Age+differences%22">Age differences</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+objectives%22">Educational objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+in+children%22">Performance in children</searchLink><br /><searchLink fieldCode="DE" term="%22Boredom%22">Boredom</searchLink><br /><searchLink fieldCode="DE" term="%22Emotion+recognition%22">Emotion recognition</searchLink>
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  Data: This work investigated the goodness of a Drawing Set for assessing children's achievement emotions, to be used together with a short form of the Achievement Emotions Adjective List (DS-AEAL). We considered control-value theory as the main theoretical framework. In Study 1, we developed a set of 10 drawings of faces representing enjoyment, pride, hope, relief, relaxation, anxiety, anger, shame, sadness, and boredom, involving 259 adults as raters. In Study 2, we administered a matching task and a labelling task to 89 adults. The results supported the goodness of the correspondence between the DS-AEAL and the verbal labels. In Study 3, we proposed the same tasks to 192 7-year-olds and 10-year-olds. We found age differences, with lower performance for younger children in line with their less-developed abilities in recognition and recall. Overall, recognition and recall were better for primary compared to secondary emotions. Notwithstanding their preliminary nature, our results support the goodness of the DS-AEAL to assess achievement emotions in various learning contexts, together with the corresponding verbal labels. It can satisfy research and educational purposes, primarily in academic contexts such as the school, where reliable, valid, and easy-to-administer methods are essential. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178701033
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        Text: English
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              Text: Jul2024
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