COVID-19 Cancelled Examinations

These data were collected via online survey from September to November 2020. Participants were in either Year 12 of upper secondary education, or their first year of undergraduate study, in England, Wales or Northern Ireland. Due to the COVID-19 pandemic high-stakes examinations were cancelled over May-June 2020. For students in Year 12 it would have been secondary school exit examinations taken at the end of Year 11 (General Certificate of Secondary Education). For undergraduate students it would have been upper secondary school (or 6th form college) exit examinations taken at the end of Year 13 (General Certificate of Education: Advanced Level or Business and Technology Education Council). Participants were asked about four retrospective emotions about cancelled examinations (Relief, Gratitude, Anger, and Disappointment) and one prospective emotion (Test Anxiety). In addition participants also responded to items asking for control (expectancy and attribution) and value (positive and negative) appraisals, and academic buoyancy.

Relief, anger, and disappointment, were measured using items adapted from the Achievement Emotions Questionnaire (Pekrun et al., 2011).
Gratitude was measured using items adapted the Gratitude Questionnaire (McCulloch et al., 2002).
Test anxiety was measured using the Multidimensional Test Anxiety Scale (Putwain et al., 2020).
Control and value appraisals were measured using the Expectancy-Value-Cost Scale (Kosovich et al., 2017).

In the SPSS dataset retrospective emotion items are labelled E1 - E24, test anxiety items as MTAS1 -MTAS16, control-value items as EVC1 - EVC13, and academic buoyancy items as B1 - B4.

References

Kosovich, J. J., Hulleman C. S., E. Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the Expectancy-Value-Cost Scale in Middle School. Journal of Early Adolescence, 35, 709-816. https://doi.org/10.1177/0272431614556890
Martin, A.J. & Marsh, H.W. (2008) Academic buoyancy: towards an understanding of students’ everyday academic resilience, Journal of School Psychology, 46, 53–83. doi:10.1016/j.jsp.2007.01.002
McCullough, M. E., Emmons, R. A., & Tsang, J. A. (2002). The grateful disposition: A conceptual and empirical topography. Journal of Personality and Social Psychology, 82, 112–127. http://dx.doi.org/10.1037/0022-3514.82.1.112
Pekrun, R., Goetz, T., Frenzel, A.C., Barchfeld, P., & Perry, R. P (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48. https://doi.org/10.1016/j.cedpsych.2010.10.002
Putwain, D.W., von der Embse, N.P., Rainbird, E.C., & West, G. (2020). The development and validation of a new Multidimensional Test Anxiety Scale (MTAS). European Journal of Psychological Assessment, Advance Online Publication. https://doi.org/10.1027/1015-5759/a000604

本数据集于2020年9月至11月通过线上问卷调查收集。调研对象为英格兰、威尔士与北爱尔兰地区的高中十二年级学生，或是本科一年级学生。受2019冠状病毒病（COVID-19）疫情影响，2020年5月至6月的高利害统考均被取消。对于十二年级学生而言，本应参加的是十一年级结束时的中等教育毕业考试——普通中等教育证书（General Certificate of Secondary Education, GCSE）考试；对于本科生而言，本应参加的则是十三年级结束时的高等中等教育（或第六学级学院）毕业考试，即普通教育高级程度证书（General Certificate of Education: Advanced Level, GCE A-Level）或商业与技术教育委员会（Business and Technology Education Council, BTEC）认证考试。

调研对象需回答4项针对取消考试的回溯性情绪问题（释然、感激、愤怒与失望），以及1项前瞻性情绪问题——考试焦虑。此外，参与者还需完成涉及控制感（期望与归因）、价值评估（正向与负向）以及学业抗逆力（academic buoyancy）的问卷条目。

释然、愤怒与失望的测量条目改编自《成就情绪问卷》（Achievement Emotions Questionnaire, AEQ；Pekrun等，2011）；感激感的测量条目改编自《感激问卷》（Gratitude Questionnaire；McCulloch等，2002）；考试焦虑采用《多维考试焦虑量表》（Multidimensional Test Anxiety Scale, MTAS；Putwain等，2020）进行测量；控制感与价值评估采用《期望-价值-成本量表》（Expectancy-Value-Cost Scale, EVCS；Kosovich等，2017）进行测量。

在SPSS数据集中，回溯性情绪条目编号为E1 - E24，考试焦虑条目编号为MTAS1 - MTAS16，控制-价值评估条目编号为EVC1 - EVC13，学业抗逆力条目编号为B1 - B4。

参考文献

Kosovich, J. J., Hulleman C. S., E. Barron, K. E., & Getty, S. (2015). 学生动机的实用测量：中学阶段期望-价值-成本量表的效度验证证据. Journal of Early Adolescence, 35, 709-816. https://doi.org/10.1177/0272431614556890
Martin, A.J. & Marsh, H.W. (2008). 学业抗逆力：学生日常学业韧性的理解路径. Journal of School Psychology, 46, 53–83. doi:10.1016/j.jsp.2007.01.002
McCullough, M. E., Emmons, R. A., & Tsang, J. A. (2002). 感恩特质：概念与实证图谱. Journal of Personality and Social Psychology, 82, 112–127. http://dx.doi.org/10.1037/0022-3514.82.1.112
Pekrun, R., Goetz, T., Frenzel, A.C., Barchfeld, P., & Perry, R. P (2011). 学生学习与表现中的情绪测量：成就情绪问卷（AEQ）. Contemporary Educational Psychology, 36, 36-48. https://doi.org/10.1016/j.cedpsych.2010.10.002
Putwain, D.W., von der Embse, N.P., Rainbird, E.C., & West, G. (2020). 新型多维考试焦虑量表（MTAS）的编制与效度验证. European Journal of Psychological Assessment, Advance Online Publication. https://doi.org/10.1027/1015-5759/a000604