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In this study, a mixed method and prospective design was followed to achieve two objectives: code student responses to an open-ended question about their teachers' teaching and examine how this classification relates with the associations among students' self-reports on teachers' message framing (gains or losses), their self-efficacy, academic achievement emotions, and teacher reported grades. 1107 Spanish students in grades 9 to 12 participated in the study. GPT-4 was used to code the open-ended question responses on teachers' teaching style. Structural equation modeling (SEM) tested the hypothesized relations among variables accounting for the teaching styles. Results from the SEM revealed that gain-framed messages related positively with student outcomes, as opposed to loss-framed messages, but only when teachers displayed a motivating teaching style. For demotivating teachers, messages did not relate with students' outcomes except for gain-framed messages and student adaptive emotions. Directions for future research and implications for educational practice are discussed. These findings bridge critical gaps in the field, incorporating a self-determination theory lens into a qualitative design, and concurrently addressing message framing and its interaction with teaching style on student outcomes. The study's exploration of a wide range of emotions and its direct examination of teaching's predictive value on student emotions further enrich the existing scholarship. In practical terms, the results provide valuable insights for educators, highlighting that cultivating a motivating teaching style and employing gain-framed messages can positively influence students' emotions, self-efficacy beliefs, and grades. This research not only contributes to theoretical advancements in educational psychology but also offers a tangible and straightforward resource for teachers to enhance their instructional practices and positively relation with student outcomes. The major findings discussed above underscore the significance of these insights in informing both educational theory and classroom practices. For instance, the evidence gathered could be useful to develop interventions targeting teaching practices or those targeting students' behavioural change regarding following teachers' advice. Telling a teacher how to frame their messages is simple, does not require much time, expertise, or budget. Thus, it denotes the best scenario to conduct school-based interventions. • Most teachers are identified by students as motivating. • When motivating, message framing relates with self-efficacy, emotions & grades. • For demotivating teaching styles, messages do not predict student outcomes. • Gainf-framed messages impact emotions independently from teaching style. [ABSTRACT FROM AUTHOR]

In many countries, examinations scheduled for summer 2020 were canceled as part of measures designed to curb the spread of the COVID-19 pandemic. To examine how four retrospective emotions about canceled examinations (relief, gratitude, disappointment, and anger) and one prospective emotion (test anxiety) were related to control-value appraisals, a sample of 474 participants in the UK aged 15–19 years, who would have taken high-stakes examinations if they had not been canceled, self-reported measures of control, value, retrospective emotions and test anxiety. Data were analysed using the confirmatory factor analysis within exploratory structural equation modeling (EwC) approach. Relief, gratitude, and anger were predicted from expectancy × value interactions. Disappointment was related to expectancy only. Test anxiety was predicted independently by expectancy and positive/negative value. Findings offer broad support for Control-Value Theory and show how the appraisals underpinning achievement emotions can differ when focused on canceled examinations rather than success or failure. • Control-value appraisals underpin emotions about exams canceled due to COVID-19. • Relief and gratitude were related to low expectancy and high value. • Anger was related to high expectancy and high value. • Disappointment was related to high expectancy. • Test anxiety was related to low expectancy and high value. [ABSTRACT FROM AUTHOR]

As proposed in control-value theory (CVT), this study examined how achievement goals are differentially related to test anxiety facets and academic achievement. Previous studies focused on selected achievement goal orientations and/or single facets of multidimensional test anxiety. The objective was to examine relationships between four achievement goals, four facets of test anxiety, and achievement using the theoretical background of CVT. 746 Italian students participated in this cross-sectional study. Results of structural equation modeling provide evidence for differential relationships between the variables: Mastery-approach and performance-approach goals were negatively related to all test anxiety facets but worry; mastery-avoidance and performance-avoidance goals were positively related to all test anxiety facets. Both approach goals showed positive direct relations to performance. Regarding test anxiety, only interference exhibited a small negative relationship with performance. The findings might help to promote students' goal orientations in a targeted way, thereby reducing test anxiety and enabling good academic performance. • Achievement goal orientations differentially influence four facets of test anxiety. • Both approach goals are related to three facets of test anxiety. • Both avoidance goals are positively related to all four facets of test anxiety. • Interference is the only test anxiety facets that is related to performance. • Approach goals are positively, avoidance goals unrelated to performance. [ABSTRACT FROM AUTHOR]

Abstract: The present study explored the relations between cognitive appraisal antecedents and academic emotions as stated in Pekrun's control–value theory (2006). The appraisals of control and value, and the interaction of the two as predictors of emotions, were studied while using both trait and state (via experience sampling) assessments in one sample. Control and value appraisals, and the discrete emotions of pride, anxiety, and boredom, were assessed in four subject domains in a sample of N =120 students in grades 8 and 11. Multilevel analyses showed that control, value, and their interaction predict the respective emotions in the expected direction while using an intraindividual approach in analyzing the data. Furthermore, results revealed that appraisal–emotion relationships are quite similar in trait and state data. Implications for future research are outlined regarding the use of intraindividual approaches and for educational practice with respect to the promotion of control and value appraisals. [Copyright &y& Elsevier]

This article reports about the development and validation of a measurement instrument assessing elementary school students'' achievement emotions (Achievement Emotions Questionnaire-Elementary School, AEQ-ES). Specifically, the instrument assesses students'' enjoyment, anxiety, and boredom pertaining to three types of academic settings (i.e., attending class, doing homework, and taking tests and exams). Scale construction was based on Pekrun's (2006) control-value theory of achievement emotions. The instrument was tested using samples from German and American elementary school classrooms. The results of Study 1 (German sample) corroborate the reliability and structural validity of the new emotion measure. Moreover, they show that students'' achievement emotions were linked with their control and value appraisals as well as their academic performance, thus supporting the external validity of the measure as well as propositions of Pekrun's (2006) control-value theory of achievement emotions. Study 2 (American sample) corroborated the cross-cultural equivalence of the measure and the generalizability of findings across the German and American samples. Implications for research on achievement emotions and educational practice are discussed. [Copyright &y& Elsevier]

The current study investigated emotion appraisal performance (EAP) profiles – which may occur due to the strong relation between these constructs – of Dutch teenagers (N = 384; mean age = 12.88) from upper secondary school. The EAP profiles included emotions, appraisals and performance on two levels of conceptualization: a more stable trait-level and an activity-related state-level. We used a model-based latent profile analysis to identify the mathematics-EAP profiles. On the trait level, two profiles emerged: a moderate profile and a maladaptive EAP profile. On the state level, across two different math task conditions, four learning profiles emerged: an adaptive profile, a moderate profile, a negative emotion, lower appraisals profile, and a bored, low value, slow EAP profile. Profile membership across levels was related, but not perfectly: Learners in the moderate trait learning profile were most likely in either the adaptive or the moderate state profile. Results of the person-centered analyses provide an indication of how the pattern of associations of appraisals, emotions and achievement may result in different learning profiles and how they relate across learning contexts. • Two trait learning profiles emerged: maladaptive and moderate • Four state profiles emerged: adaptive, moderate, negative emotion-lower appraisals and bored-low value-slow [ABSTRACT FROM AUTHOR]

The current study examined cross-sectional and longitudinal relationships amongst perceived teacher and perceived peer support, cognitive appraisals, and three achievement emotions (enjoyment, anger, and boredom) in math classrooms using a full-panel design with two measurement points over a 1-year period. The participants were 548 5th and 7th grade students from nine public schools in Portugal. Relationships were analysed with structural equation modelling (autoregressive cross-lagged panel modelling). The results showed that students' perceived peer support positively predicted their positive value appraisals. Students' perceived competence positively predicted their enjoyment and negatively predicted their anger, whereas students' positive value appraisals negatively predicted their boredom. Moreover, the findings revealed significant effects of perceived classroom support on emotions. Students' perceived teacher support negatively predicted their boredom, whereas their perceived peer support positively predicted their enjoyment and negatively predicted their boredom. The findings are discussed regarding theoretical and practical implications. • Students' perceived teacher and peer support do not affect their competence appraisals. • Students' perceived peer support affects their value appraisals. • Students' perceived competence and value appraisals affect their emotions. • Students' perceived classroom support affects their emotions. [ABSTRACT FROM AUTHOR]

This research investigates potential definition, measurement, and overlap issues with students' (N = 1321) intrinsic and extrinsic value appraisals and enjoyment in the control value theory of achievement emotions (CVTAE). In Study 1, exploratory factor analysis (n = 479) found clear distinctions between intrinsic value, extrinsic value, and enjoyment. Follow up confirmatory factor analysis (n = 274) confirmed these distinctions in a separate sample. Intrinsic and extrinsic values were found to be separate constructs. Correlational relationships suggest that both intrinsic value and enjoyment are related but distinct variables as well. In Study 2 (n = 568), a CVTAE model using the confirmed variables was used to predict relationships with students' academic buoyancy and adaptability, explaining 16.6% and 48.9% of the variance, respectively. These studies show the importance of delineating separate factors for intrinsic value and extrinsic value and clearly highlight distinctions between intrinsic value and enjoyment from a CVTAE perspective. • Delineating intrinsic and extrinsic value is essential for understanding emotions. • Distinctions between intrinsic value and enjoyment reduce potential overlap. • Measuring emotional antecedents using Control-Value Theory tools reduces ambiguity. [ABSTRACT FROM AUTHOR]

Control-value theory (CVT) explains how achievement emotions arise. CVT assumes control and value appraisals and their interaction are proximal antecedents of achievement emotions, and the structure of relationships between these constructs are independent of culture and gender. Using the Programme for International Student Assessment (PISA) 2006 data collected from nationally representative samples of 15-year-olds from 57 countries, this study attempted to test these assumptions for enjoyment of science by employing structural equation models with latent interactions. The results showed that control (science self-concept), personal value of science, and utility value (instrumental motivation to learn science) had large positive effects on enjoyment of science. The interactions were enhancing and statistically significant but effect sizes were very small. There were differences among countries with respect to the relative importance of control and value appraisals on enjoyment. The results showed that structural relationships can be considered equivalent across 57 countries and both genders. • Control and value appraisals had large effects on enjoyment of science. • The control-value interactions were statistically significant but very small. • The relative importance of control and value on enjoyment varied among countries. • The links between control, value and enjoyment were sensitive to gender and country. [ABSTRACT FROM AUTHOR]