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Background <p>Achievement emotions play an important role in learning, significantly affecting well-being, learning satisfaction, and academic achievement, yet their application to healthcare education remains sparse. To address this gap, this study adapted the Achievement Emotions Questionnaire– Short Version (AEQ-S) in healthcare education. The objective is to assess the applicability, demonstrate its application, and guide future research in achievement emotions within this field.</p> Methods <p>This study involved 296 pre-service students enrolled in interprofessional education (IPE) from various disciplines, including Chinese Medicine, Engineering, Law, Medicine, Nursing, Pharmacy, Speech and Hearing Sciences, and Social Work, who completed the adapted AEQ-S in IPE context (AEQ-SIPE) before and after the IPE. Confirmatory factor analysis (CFA) and multiple linear regression were employed to examine the acceptability of AEQ-S.</p> Results <p>The 32-item AEQ-SIPE capturing eight emotions (hope, pride, enjoyment, anxiety, anger, shame, boredom, and hopelessness) yielded good model fit: CFI = 0.937, NFI = 0.904, IFI = 0.937, TLI = 0.928, RMSEA = 0.076) and high internal reliability (α = 0.90 to 0.96). Regression analyses indicated that the eight emotions accounted for a significant amount of variance in explaining well-being and achievement outcomes. <i>Pride</i> positively predicted satisfaction in life, positive affect, and learning satisfaction, while <i>shame</i> negatively predicted satisfaction in life but positively predicted positive and negative affect.</p> Conclusion <p>This study highlights the critical importance of achievement emotions in healthcare education and confirms the AEQ-SIPE as a valid tool for exploring these emotions in IPE. It sets the stage for future research to further investigate and understand the role of achievement emotions in this context.</p>

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Achievement emotions in healthcare education: understanding the application of achievement emotions questionnaire

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月1日

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  • Fraide A. Ganotice Jr,
  • Xiaoai Shen,
  • John Ian Wilzon Tolentino Dizon,
  • Lily Ho,
  • Kwan Ching Wong,
  • Franco W.T. Cheng,
  • Sarah So Ching Chan,
  • Denise Mae Chua,
  • Karen M.K. Chan,
  • Linda Chan,
  • Amy Y.M. Chow,
  • Jody K.P. Chu,
  • Edwin Dung,
  • Qing He,
  • Julienne Jen,
  • Wei Ning Lee,
  • Feona Chung Yin Leung,
  • Qun Wang,
  • Kevin K.M. Tsia,
  • Dana Vackova,
  • Pauline Yeung Ng,
  • George L. Tipoe

摘要

Background

Achievement emotions play an important role in learning, significantly affecting well-being, learning satisfaction, and academic achievement, yet their application to healthcare education remains sparse. To address this gap, this study adapted the Achievement Emotions Questionnaire– Short Version (AEQ-S) in healthcare education. The objective is to assess the applicability, demonstrate its application, and guide future research in achievement emotions within this field.

Methods

This study involved 296 pre-service students enrolled in interprofessional education (IPE) from various disciplines, including Chinese Medicine, Engineering, Law, Medicine, Nursing, Pharmacy, Speech and Hearing Sciences, and Social Work, who completed the adapted AEQ-S in IPE context (AEQ-SIPE) before and after the IPE. Confirmatory factor analysis (CFA) and multiple linear regression were employed to examine the acceptability of AEQ-S.

Results

The 32-item AEQ-SIPE capturing eight emotions (hope, pride, enjoyment, anxiety, anger, shame, boredom, and hopelessness) yielded good model fit: CFI = 0.937, NFI = 0.904, IFI = 0.937, TLI = 0.928, RMSEA = 0.076) and high internal reliability (α = 0.90 to 0.96). Regression analyses indicated that the eight emotions accounted for a significant amount of variance in explaining well-being and achievement outcomes. Pride positively predicted satisfaction in life, positive affect, and learning satisfaction, while shame negatively predicted satisfaction in life but positively predicted positive and negative affect.

Conclusion

This study highlights the critical importance of achievement emotions in healthcare education and confirms the AEQ-SIPE as a valid tool for exploring these emotions in IPE. It sets the stage for future research to further investigate and understand the role of achievement emotions in this context.