Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis

By Kaiqi Shao, Reinhard Pekrun, Herbert W. Marsh, Kristina Loderer. Learning and Instruction, 2020

207 citations recorded by the source corpus.

Abstract Based on control-value theory (CVT), this study (N = 550 Chinese university students) examined relations between control-value appraisals, subsequent achievement emotions, and resulting performance in foreign language (FL) learning. The results show that perceived control and value related positively to positive emotions (enjoyment, hope, pride) and FL performance, and negatively to negative emotions (anger, anxiety, shame, hopelessness, boredom). Control and value interacted in predicting all eight emotions and FL performance. The multiplicative impact of the appraisals on performance was mediated by four of the focal emotions. These findings elucidate the impact of appraisals and emotions on achievement and support the generalizability of CVT to foreign language learning. Directions for future research and implications for education are discussed.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d1c1d00097e4857a4053aee986d49b96e369240e

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Citations in the corpus

Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “…multiplicative relations of control and value appraisals, suggesting that the intensity of positive emotions is a joint function of perceived control and value, whereas negative emotions are a joint function of lack of control and value (Pekrun et al. 2007; Putwain et al. 2018b; Shao et al. 2020).”
Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. (2020, background): “…specifically, classrelated anxiety has been shown to relate negatively to both class grades and test scores in mathematics (rs = -.21 to -.32; Lichtenfeld et al., 2012; Peixoto et al., 2016; Putwain et al., 2020; Racanello et al., 2019; for L2 class-related anxiety, see Shao et al., 2020).”