Assessment of Emotional Attitudes Toward Learning Test
How the Scales are Structured
Who Usually Takes This Test?
See How You Compare
Below is a preview of how scores are typically distributed across each scale.
Example Questions From the Test
- Almost never
- Sometimes
- Often
- Almost always
- Almost never
- Sometimes
- Often
- Almost always
- Almost never
- Sometimes
- Often
- Almost always
Assessment of Emotional Attitudes Toward Learning Test - Description and methodology of the test
Students and educators may use this learning emotions questionnaire to notice patterns that could influence participation, persistence, or satisfaction during study. In the Assessment of Emotional Attitudes Toward Learning Test, the result is an overall summary of emotional attitudes toward learning, covering positive and negative emotions, motivation, and satisfaction; it helps readers interpret the bands in context. It is suited to reflection on everyday study rather than a clinical judgment.
What This Assessment Explores
The questionnaire explores feelings that can shape attention, persistence, and willingness to engage in everyday learning. Sample statements cover curiosity, interest, energy, calmness, worry, fear, boredom, irritation, perceived failure, praise, clear thinking, and anger-related impulses. Together, these themes describe an emotional attitude toward learning as a broad pattern.
The assessment reports one overall Emotional Attitudes Toward Learning scale (0-100), with Low (0-39), Moderate (40-69), and High (70-100) bands. The item themes include:
- Curiosity and interest show how strongly learning invites exploration.
- Motivation and satisfaction indicate the rewarding side of study.
- Tension and worry show uncomfortable arousal around studying or possible failure.
- Irritability and anger capture reactions that may disrupt engagement.
Methodology and Evidence Base
Each statement uses a four-point response: Almost never, Sometimes, Often, or Almost always. The sample mixes stable self-descriptions with current feelings, so responses may reflect habitual tendencies and recent learning context. The result is one overall score; because item weights and reverse-coding rules are not shown, the band should be read as a summary rather than rebuilt from individual answers.
Andreeva’s learning-attitude questionnaire (1988) is the closest conceptual reference, with related work by Andreeva and Prikhozhan (2006). This online questionnaire is conceptually consistent with that tradition. No norms or validation data are documented for this online version; its displayed bands are supplied catalogue labels, not validated population cutoffs. Spielberger’s state-trait approach clarifies the mix of enduring and momentary feelings, while Pekrun and colleagues’ Achievement Emotions Questionnaire (2011) offers a relevant framework for emotions in learning and performance. Classroom context can help the reader interpret motivation-related aspects of this learning motivation questionnaire without treating one score as a complete account.
Self-report remains sensitive to mood, workload, self-awareness, and impression management, so discussion of specific study situations adds context to the band.
- Andreeva, A. D. (1988). Diagnostics of emotional attitude toward learning in middle and high school age. In Scientific and Methodological Foundations for the Use of Specific Psychodiagnostic Methods in the School Psychological Service: Collection of Scientific Works (pp. 129-146). Moscow: Academy of Pedagogical Sciences of the USSR.
- Andreeva, A. D., & Prikhozhan, A. M. (2006). Methodology for diagnosing learning motivation and emotional attitude toward learning in middle and high school. Psychological Diagnostics, No. 1, 33-38. EDN CHJRKC.
- Spielberger, Charles D. (1979). Preliminary Manual for the State-Trait Personality Inventory. Tampa, FL: Human Resources Institute, University of South Florida.
- Pekrun, Reinhard, Goetz, Thomas, Frenzel, Anne C., Barchfeld, Petra, & Perry, Raymond P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48. 10.1016/j.cedpsych.2010.10.002
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