Psychometric Characteristics of Classroom Emotions Scale

Abstract

The present paper seeks to validate Classroom Emotions Scale for senior high school students in Qom. The participants were 342 students in grades two and three of human sciences course, who were selected through random multi-stage cluster sampling. All of them completed the Classroom Emotions scale designed by Titsworth et al, and Pekrun's Achievement Emotions Questionnaire. The data were analyzed using confirmatory factor analysis. Convergent and divergent validities were analyzed using Pearson's correlation, and reliability was analyzed using Cronbach's Alpha model. The results of confirmatory factor analysis show that a three-component structure including emotion support, emotion work, and emotion valance has acceptable fitness. Cronbach's alpha for the whole scale and subscales was at an acceptable level. The evidence for convergent validity has been obtained from the positive relationship of subscales of emotion support and emotion valance with classroom positive emotions including enjoyment and hopefulness in classroom, and from the positive relationship of subscale of emotion work with classroom negative emotions including anger, shame, anxiety, hopelessness and weariness. The evidence for divergent validity has also been obtained from the negative relationship of subscales of emotion support and emotion valance with classroom negative emotions including anger, shame, anxiety, hopelessness and weariness; and from the negative relationship of subscale of emotion work with classroom positive emotions including enjoyment and hopefulness in classroom. The results show that the Persian version of Classroom Emotions Scale has acceptable psychometric characteristics among the sample students, and it can be used as a valid instrument in psychological studies and surveys.

Keywords

• classroom emotion scale
• emotion
• emotional response theory
• factor analysis
• validation