The confirmatory factor analysis and internal consistency of Learning-Related Emotion Scales (LRES)

Learning emotions are part of achievement emotions that are explained by the Control – Value Theory. The emotions such as enjoyment, anxiety, shame, relief, hope, hopelessness are emotions that students experience in academic setting. Nevertheless researches concentrate on the anxiety emotion. The neglect of these emotions and lack of reliable instrument is one of important problem in educational system of Iran. The statistical community consisted of all undergraduate college students in Iran Shahid Beheshti University in 2013-2014 academic year (N=9421), and the sample consisted of 221 students from different academic disciplines that selected by use of «random sampling». The method developmental survey is used. This study surveys the learning emotions of Iranian Collage students and psychometrics properties (reliability and validity) of «Learning-Related Emotion Scales» (LRES) aimed to it validation for study Iranian college students achievement emotions. The confirmatory factor analysis showed that indexes of model include CFE, GFI, PGFI are fit and factor loads (b, B) are significant and scales have high reliability coefficient. The internal consistency of the scales was significant. So Learning-Related Emotion Scales can be used as a useful instrument for study and research the learning emotions of Iranian college students.