How Perceived Control and Task Value Relate to Achievement Emotions in Academic Study Settings?

Raccenello, D, Vicentini, G and Putwain, D ORCID: 0000-0001-5196-4270 How Perceived Control and Task Value Relate to Achievement Emotions in Academic Study Settings? Behavioral Sciences. ISSN 2076-328X (Accepted)

Preview

Text How Perceived Control and Task Value Relate to Achievement Emotions in Academic Study Settings.pdf - Accepted Version Available under License Creative Commons Attribution. Download (775kB) | Preview

Abstract

Control-value theory (CVT) is a robust framework for understanding the antecedents of achievement emotions. However, few studies examined the interaction between control and value appraisals across a broad range of emotions. The aim of this study was to explore the interactive role of control and value in predicting 10 achievement emotions – three positive activating emotions (enjoyment, pride, and hope), two positive deactivating emotions (relief and relaxation), three negative activating emotions (anxiety, anger, and shame), and two negative deactivating emotions (hopelessness and boredom) – felt in relation to the academic setting of studying. We involved 166 and 126 Italian university students attending two consecutive psychological modules (General Psychology and Developmental and Educational Psychology) within the same degree program. Data were collected via self-report questionnaires, with partial overlap between samples, as a substantial proportion of students participated in both modules. Through regression analyses, control and value showed the expected pattern of associations, being positively related to positive emotions and negatively related to negative emotions. Evidence for interaction effects was limited across emotions and modules: Significant interactions emerged for anger and shame in the first module and for enjoyment and relaxation in the second, although these effects were generally small in magnitude. Overall, the findings provide partial support for CVT assumptions, suggesting that value may moderate the relation between control and achievement emotions in specific contexts, but not in a consistent or uniform way across emotional outcomes.

Item Type:	Article
Uncontrolled Keywords:	1701 Psychology; 1702 Cognitive Sciences; 3202 Clinical sciences; 5202 Biological psychology; 5203 Clinical and health psychology
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Education
Publisher:	MDPI AG
Date of acceptance:	12 May 2026
Date of first compliant Open Access:	13 May 2026
Date Deposited:	13 May 2026 10:56
Last Modified:	13 May 2026 10:56
URI:	https://researchonline.ljmu.ac.uk/id/eprint/28557

View Item