How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions

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High self-control predicts more positive emotions, better engagement, and higher achievement in school (2014, background): “In contrast, more negative environments wherein teachers are overly demanding and controlling or where classroom management is poor will lead to negative emotions (Frenzel et al. 2009; King et al. 2012; Stipek et al. 1995; Valeski and Stipek 2001).”
Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach (2016, background): “For example, Daniels et al. (2008, 2009) found that mastery goals were negatively related to boredom and anger, King et al. (2012) found performance-approach goals to be positively related to hope and pride, and Pekrun et al. (2006, 2009) reported positive relations of performance-avoidance goals…”
Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study (2015, background): “However, studies in the collectivist settings have shown that trying to please one’s parents was associated with higher levels of academic motivation and engagement (Bernardo, 2008b; King et al., 2012).”