The aim of the present study is to adapt and test the factor structure of the Achievement Emotions Questionnaire-Short version (AEQ-S) in the Spanish context of physical education, in order to assess students’ emotions toward the area of physical education (AEQ-S PE). A total of 1495 secondary school students with an average age of 15.66 years took part in the study. The scale was adapted using the Hambleton method and with the support of a group of expert psychologists and teachers. To analyze the psychometric properties of the questionnaire, several analyses were carried out, such as exploratory factor analysis, confirmatory factor analysis, reliability analysis, and criterion validity analysis. The results showed that the factor structure of the questionnaire is in accordance with the original one, supporting the structure of eight emotions. Reliability analyses were above .70 for the subscales. Additionally, the levels of temporal stability were adequate. In addition, criterion validity reflected the positive association of positive emotions with academic performance. In contrast, negative emotions showed a negative association with academic performance. The results of this study provide evidence of reliability and factorial validity of the AEQ-S PE in the Spanish context.

本研究的目的是在西班牙体育教育背景下调整和测试成就情绪问卷-简短版 (AEQ-S) 的因子结构，以评估学生对体育教育领域 (AEQ) 的情绪。 -S PE)。共有1495名中学生参加，平均年龄15.66岁。在一组专家心理学家和教师的支持下，使用 Hambleton 方法对量表进行了调整。为了分析问卷的心理测量特性，进行了多种分析，例如探索性因素分析、验证性因素分析、信度分析和标准效度分析。结果表明，问卷的因子结构与原一一致，支持八种情绪的结构。子量表的可靠性分析高于 0.70。此外，时间稳定性的水平是足够的。此外，效标效度反映了积极情绪与学业成绩的正相关。相反，负面情绪与学业成绩呈负相关。这项研究的结果提供了 AEQ-S PE 在西班牙背景下的可靠性和因子有效性的证据。