Examining test emotions in university students: Adaptation of the test emotions questionnaire in the Greek language

Abstract

Achievement emotions are an indispensable component of learning situations. This study aimed at adapting the Test Emotions Questionnaire (TEQ, Pekrun et al., 2004) in the Greek language in order to examine how achievement emotions are shaped in a different educational context. Participants were 510 university students of both genders. The TEQ assesses eight positive and negative test-related emotions. The instrument's validity and internal consistency were examined. Overall, it was found that the Greek version of the TEQ had adequate psychometric properties. The emotion scales had good internal consistency and acceptable validity in terms of factor structures and relations to other individual variables, such as academic self-efficacy, learning strategy use and psychosocial adaptation to university. The study provides further evidence in regard to the conceptualization of emotions in a different language and educational setting.