Abstract: Full Achievement Emotions Questionnaire (AEQ) forms are lengthy, and no validated brief version exists for Rioplatense adolescents or young adults. We therefore evaluated a shortened AEQ class-domain form in a secondary-school student sample ( n = 374). We contrasted two CFA specifications: an independent cluster model (ICM) and a third-order hierarchical model in which eight emotions loaded on two valence dimensions that in turn loaded on a general emotional engagement factor (GEE), reflecting overall affective involvement in class. The hierarchical (CFI = .952, RMSEA = .062) showed slightly better fit than the ICM (CFI = .949, RMSEA = .066) and was retained as the primary measurement solution. Schmid–Leiman results supported a strong GEE factor (ω = .98, ω h = .76), and this factor predicted procrastination as expected (β = −.71, p < .001). Results support two alternative scoring approaches – eight subscales or a model-estimated GEE – to index either discrete emotions or a broad engagement continuum within a measurement/prediction framework.
Casas et al. (Wed,) studied this question.