Can I master it and does it matter? : An intraindividual analysis on control-value antecedents of trait and state academic emotions

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Teaching methods and their impact on students’ emotions in mathematics: an experience-sampling approach (2017, background): “Control has been found to be positively related to positive emotions and negatively related to negative emotions (Ahmed et al. 2010; Bieg et al. 2013; Goetz et al. 2010; Pekrun et al. 2007; Pekrun et al. 2010).”
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, background): “Third, two of the three studies (Bieg et al., 2013; Goetz, et al., 2010) used ordinary least squares regression analysis with manifest variables, thus not controlling for measurement error and possibly underestimating the strength of interactive effects.”
Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “These findings are particularly relevant in today’s education as recent evidence indicates that academic boredom is not only routinely experienced (Bieg et al. 2013), but it is also considered a persistent and enduring emotion (D’Mello et al. 2010).”