Consequences of academic disappointment inventory: confirmatory factor analysis, reliability and convergent validity

The results show that students experience disappointment with themselves, their performance, and the authority giving the feedback in different ways. Self- and performance-related disappointments are similar in terms of their revealed factor structures (i.e., motivation, lack of motivation, behavioral investment, and lack of behavioral investment). Whereas disappointment with the authority has a different factor structure. The current results also show that academic disappointment can be either an activating or a passivating emotion in terms of its effects on student engagement. Our results revealed a set of significant factors associated with students' engagement in the context of academic disappointment, including feelings of shame and hostility, perfectionism, self-critical rumination, intrinsic motivation, extrinsic motivation for external regulation, and amotivation.