Assessing measurement invariance of achievement emotions questionnaire for teachers in prospective teacher sample

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dc.authorid0000-0002-5432-7338en_US
dc.contributor.authorKilmen, Sevilay
dc.date.accessioned2023-05-22T08:19:34Z
dc.date.available2023-05-22T08:19:34Z
dc.date.issued2021en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractThe purpose of the current study is to determine whether the Achievement Emotions Questionnaire for Teachers (AEQT) is a psychometrically sound instrument to measure prospective teachers' teaching-related emotions. The three-factor model of the AEQT was confirmed in a prospective teacher sample. Also, reliability results showed that the AEQT is a reliable measurement tool. Measurement invariance results revealed that configural, metric, and scalar invariance were provided across gender. These findings support the use of the AEQT when examining differences based on achievement emotions across gender. For teacher training programs, only configural invariance was provided. Although configural invariance suggests that the three-factor structure of the AEQT is the same across the teacher training programs, the lack of metric invariance indicates that the relationship between the items and the underlying latent variable the AEQT factors is not the same across these groups. The observed variables are not related to the latent variable equivalently across teacher training programs. This result does not allow the comparison of path coefficients and covariances between observed and latent variables across teacher training programs. Also, the lack of scalar invariance indicates that different teacher training programs may interpret some items differently and prevent a comparison of averages between these groups.en_US
dc.identifier.citationKilmen, S. (2021). Assessing Measurement Invariance of Achievement Emotions Questionnaire for Teachers in Prospective Teacher Sample. International Journal of Assessment Tools in Education, 8(4), 842-854.en_US
dc.identifier.doi10.21449/ijate.756500
dc.identifier.endpage854en_US
dc.identifier.issn2148-7456
dc.identifier.issue4en_US
dc.identifier.startpage842en_US
dc.identifier.trdizinid1131109en_US
dc.identifier.urihttp://dx.doi.org/10.21449/ijate.756500
dc.identifier.urihttps://hdl.handle.net/20.500.12491/10926
dc.identifier.volume8en_US
dc.identifier.wosWOS:000704226800008en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.institutionauthorKilmen, Sevilay
dc.language.isoenen_US
dc.publisherIJATE-International Journal of Assessment Tools in Educationen_US
dc.relation.ispartofInternational Journal Of Assessment Tools in Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMeasurement Invarianceen_US
dc.subjectEmotions About Teachingen_US
dc.subjectConvergent Validityen_US
dc.subjectAchievement Emotionsen_US
dc.titleAssessing measurement invariance of achievement emotions questionnaire for teachers in prospective teacher sampleen_US
dc.typeArticleen_US

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