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Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis
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Outgoing claims: the papers this work cites, builds on, or argues with.
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Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering.
inferred← citeshttps://doi.org/10.1037/spy0000320openalex-snapshot
Bored of sports? Investigating the interactive role of engagement and value as predictors of boredom in athletic training.
inferred← citeshttps://doi.org/10.1039/d4rp00300dopenalex-snapshot
The relationship between chemistry achievement emotions and chemistry achievement: a moderated mediation model
inferred← citeshttps://doi.org/10.1057/s41599-025-06123-wopenalex-snapshot
Exploring the mediating role of anxiety between resilience and academic achievement in students’ English learning
inferred← citeshttps://doi.org/10.1080/00049530.2025.2500937openalex-snapshot
Basic psychological needs and achievement emotions: the role of control and value appraisals in higher education
inferred← citeshttps://doi.org/10.1080/00461520.2021.1991356openalex-snapshot
Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable
inferred← citeshttps://doi.org/10.1080/01434632.2021.1890754openalex-snapshot
Interactions of trait emotional intelligence, foreign language anxiety, and foreign language enjoyment in the foreign language speaking classroom
inferred← citeshttps://doi.org/10.1080/01434632.2021.1968875openalex-snapshot
Emotions in online language learning: exploratory findings from an ab initio Korean course
inferred← citeshttps://doi.org/10.1080/01434632.2023.2183961openalex-snapshot
Achievement emotions and control-value appraisals in foreign language learning
inferred← citeshttps://doi.org/10.1080/01434632.2023.2193601openalex-snapshot
Conceptualisation, measurement, and prediction of foreign language learning psychological capital among Chinese EFL students
inferred← citeshttps://doi.org/10.1080/01434632.2024.2329166openalex-snapshot
Do positive emotions prompt students to be more active? Unraveling the role of hope, pride, and enjoyment in predicting Chinese and Iranian EFL students’ academic engagement
inferred← citeshttps://doi.org/10.1080/01434632.2025.2459857openalex-snapshot
Do achievement emotions underlie L2 engagement? a mixed-methods multinational study on the role of achievement emotions in multilingual English learners’ behavioral, cognitive, and emotional engagement
inferred← citeshttps://doi.org/10.1080/01434632.2025.2517304openalex-snapshot
Bounce back to move forward: self-efficacy, academic buoyancy, and emotional well-being of high-proficiency adult multilinguals in language classrooms
inferred← citeshttps://doi.org/10.1080/01443410.2023.2259139openalex-snapshot
Multi-dimensional evaluation of an educational board game using real-time diagnostic procedure scaffolding: analysis of learners’ learning effectiveness, flow, anxiety, and emotion
inferred← citeshttps://doi.org/10.1080/01443410.2025.2473447openalex-snapshot
Enjoyed and angry students in a boring learning setting: effects on achievement emotions and learning outcomes
inferred← citeshttps://doi.org/10.1080/01443410.2026.2724845openalex-snapshot
A multiple mediation model of academic encouragement and course engagement involving mental resilience, feedback literacy, and fear of failure among Chinese students
inferred← citeshttps://doi.org/10.1080/0144929x.2026.2623944openalex-snapshot
Live temptations: exploring the trigger pathway to immediate buying behaviour in livestream commerce
inferred← citeshttps://doi.org/10.1080/02671522.2026.2731331openalex-snapshot
Demystifying the mediation of boredom between students’ English learning resilience and academic achievement
inferred← citeshttps://doi.org/10.1080/09571736.2024.2445252openalex-snapshot
The association between teacher–student relationship and achievement emotions among Chinese EFL learners in a blended learning context
inferred← citeshttps://doi.org/10.1080/09588221.2024.2386543openalex-snapshot
Modelling Chinese EFL learners’ engagement in language MOOCs: a control-value perspective
inferred← citeshttps://doi.org/10.1080/14703297.2026.2744741openalex-snapshot
Affective barriers in online learning: The mediating role of negative emotions between connectedness and engagement
inferred← citeshttps://doi.org/10.1080/14790718.2026.2672648openalex-snapshot
The predictive effects of subjective appraisals on multilinguals’ emotions in the translation classroom: a prospective design
inferred← citeshttps://doi.org/10.1080/17501229.2024.2361652openalex-snapshot
Pride in foreign language learning: a conceptual framework and empirical evidence
inferred← citeshttps://doi.org/10.1080/17501229.2025.2608873openalex-snapshot
A latent profile analysis of basic psychological needs satisfaction and task value: associations with L2 engagement and emotions
inferred← citeshttps://doi.org/10.1080/2331186x.2026.2741511openalex-snapshot
Examining perceived teacher support, enjoyment, boredom and achievement in Chinese EFL context: a multi-group path model analysis across genders and grade levels
inferred← citeshttps://doi.org/10.1093/applin/amae067openalex-snapshot
An intervention study on the influence of altruistic teaching on L2 learners’ English research article abstract writing
inferred← citeshttps://doi.org/10.1093/oxfordhb/9780198855903.013.36openalex-snapshot
Development of Achievement Emotions
inferred← citeshttps://doi.org/10.1108/978-1-64802-264-720251002openalex-snapshot
Self-Appraisals and Emotions
inferred← citeshttps://doi.org/10.1108/978-1-80686-869-820261003openalex-snapshot
Control-Value Theory: A Dynamic Approach to Self, Emotions, and Emotion Regulation
inferred← citeshttps://doi.org/10.1109/te.2025.3540493openalex-snapshot
Exploring the Antecedents and Moderators of Impacting Self-Efficacy in Students’ Learning Computer Programming
inferred← citeshttps://doi.org/10.1111/bjep.12549openalex-snapshot
Whatever will bore, will bore: The mere anticipation of boredom exacerbates its occurrence in lectures
inferred← citeshttps://doi.org/10.1111/bjep.12650openalex-snapshot
First‐year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment
inferred← citeshttps://doi.org/10.1111/bjep.70048openalex-snapshot
Control‐value appraisals and the emergence of students' boredom: An in situ perspective within lessons
inferred← citeshttps://doi.org/10.1111/cdev.13996openalex-snapshot
Developmental trajectories of achievement emotions in mathematics during adolescence
inferred← citeshttps://doi.org/10.1111/cdev.14047openalex-snapshot
Control–value appraisals and academic emotions: An intensive longitudinal examination of reciprocal effects
inferred← citeshttps://doi.org/10.1111/ejed.70185openalex-snapshot
High School EFL Students' Pre‐Exam Academic Emotions and Their Associations With Academic Achievement: A Latent Profile Analysis
inferred← citeshttps://doi.org/10.1111/ejed.70249openalex-snapshot
Exploring AI ‐Assisted Self‐Regulated Learning Profiles and the Predictive Role of Academic Appraisals: A Control‐Value Perspective on Chinese EFL University Students
inferred← citeshttps://doi.org/10.1111/ejed.70601openalex-snapshot
The Relations Between Students' Perceived Classroom Management and Achievement Emotions in Mathematics Classrooms: The Control‐Value Theory Perspective
inferred← citeshttps://doi.org/10.1111/ejed.70637openalex-snapshot
Investigating the Relations Between Academic Buoyancy, Social and Emotional Learning, and English Achievement in a Chinese University Context
inferred← citeshttps://doi.org/10.1111/ejed.70814openalex-snapshot
The Role of Perceived Teacher Fairness in EFL Students' Academic Outcome: Mediating Effects of Achievement Emotions on Engagement and Resilience
inferred← citeshttps://doi.org/10.1111/ejed.70857openalex-snapshot
The Effect of Foreign Language Anxiety on Learning Strategies: Academic Buoyancy as a Mediator and Educational Level as a Moderator
inferred← citeshttps://doi.org/10.1111/ejed.70873openalex-snapshot
How Achievement Emotions and Grit Affect Learners' Psychological Well‐Being in AI ‐Based Language Education: A Bifactor Analysis
inferred← citeshttps://doi.org/10.1111/ijal.12723openalex-snapshot
Which Theory Better Explains Multilinguals’ Translation Classroom Engagement: Situated Expectancy‐Value Theory or Control‐Value Theory?
inferred← citeshttps://doi.org/10.1111/ijal.70194openalex-snapshot
Unpacking the Complex Mechanisms of Teacher‐to‐Student Emotion Transmission in Foreign Language Classrooms: A Mixed‐Methods Study
inferred← citeshttps://doi.org/10.1111/ijal.70234openalex-snapshot
Unraveling Student Anxiety in EFL Classrooms in China: The Roles of the Classroom Environment and Control–Value Appraisals
inferred← citeshttps://doi.org/10.1111/ijal.70341openalex-snapshot
Configurating Learner Engagement in AI‐Mediated Informal Digital Learning of English: A Combined Serial Mediation and FsQCA Approach
inferred← citeshttps://doi.org/10.1111/ijal.70360openalex-snapshot
How Is L2 Grit Positioned in Chinese College EFL Learners’ Network of Anxiety, Boredom, and Psychological Need Frustration? A Psychological Network Analysis
inferred← citeshttps://doi.org/10.1111/jcal.12791openalex-snapshot
Factors influencing Chinese undergraduate students' emotions in an online EFL learning context during the COVID pandemic
inferred← citeshttps://doi.org/10.1111/lang.12686openalex-snapshot
Changes in Language Learners’ Affect: A Complex Dynamic Systems Theory Perspective
inferred← citeshttps://doi.org/10.1111/pops.12907openalex-snapshot
Feeling Politics at High School: Antecedents and Effects of Emotions in Civic Education
inferred← citeshttps://doi.org/10.1145/3459990.3460731openalex-snapshot
Information flow and children’s emotions during collaborative coding: A causal analysis
inferred← citeshttps://doi.org/10.1177/00315125251414175openalex-snapshot
Learning Environment and Foreign Language Classroom Boredom: Unravelling the Emotional and Motivational Mechanisms
inferred← citeshttps://doi.org/10.1177/00315125261418361openalex-snapshot
Pre-Adolescent Learners’ Foreign Language Classroom Anxiety Profiles and Correlates: Insights From Chinese Primary School Students of English
inferred← citeshttps://doi.org/10.1177/00336882241292090openalex-snapshot
What is Most and Least Enjoyable in the EFL Classroom? A Large-scale Inductive Qualitative Study
inferred← citeshttps://doi.org/10.1177/13621688211011513openalex-snapshot
Social psychological accounts of peer emotion transfer in EFL classrooms: A doubly latent multilevel analysis
inferred← citeshttps://doi.org/10.1177/13621688211064944openalex-snapshot
Boredom in online English language classes: Mediating variables and coping strategies
inferred← citeshttps://doi.org/10.1177/13621688221144497openalex-snapshot
Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning
inferred← citeshttps://doi.org/10.1177/13621688231182176openalex-snapshot
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment
inferred← citeshttps://doi.org/10.1177/13621688231215276openalex-snapshot
Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates
inferred← citeshttps://doi.org/10.1177/13621688231217026openalex-snapshot
Family socioeconomic status and foreign language emotions: Moderation of teacher–student relationships
inferred← citeshttps://doi.org/10.1177/13621688241240676openalex-snapshot
Competitive psychological climate and foreign language anxiety in junior high school learners in China: Roles of control-value appraisals, and cognitive reappraisal
inferred← citeshttps://doi.org/10.1177/13621688241265211openalex-snapshot
A multigroup SEM analysis of mediating role of enjoyment, anxiety, and boredom in the relationships between L2 motivational self-system, L2 proficiency, and intercultural communication competence
inferred← citeshttps://doi.org/10.1177/13621688241275733openalex-snapshot
A hierarchical clustering analysis of classroom emotional profiles of Grade-4-to-5 EFL learners: Classroom emotions, motivation, family backgrounds, and proficiency development
inferred← citeshttps://doi.org/10.1177/13621688241283541openalex-snapshot
Positive psychology in action: Exploring the role of altruistic teaching in enhancing English reading comprehension among L2 learners
inferred← citeshttps://doi.org/10.1177/13621688251349900openalex-snapshot
Learners’ enjoyment in mobile task-based language learning: a longitudinal study on novice CFL learners in an Australian university
inferred← citeshttps://doi.org/10.1177/13621688251368641openalex-snapshot
Demystifying positive second language writing experience: The role of writing self-efficacy and motivational dynamics
inferred← citeshttps://doi.org/10.1177/13621688251368655openalex-snapshot
Perceived autonomy support and structure in predicting students’ academic emotions during second language learning: The mediating role of self-efficacy
inferred← citeshttps://doi.org/10.1177/13621688261449333openalex-snapshot
A Diachronic Investigation of Individual Differences and Writing Quality in Data-Driven Learning
inferred← citeshttps://doi.org/10.1177/14727978251372258openalex-snapshot
RETRACTED: The impact of college students’ positive academic emotions on learning engagement based on structural equation modeling
inferred← citeshttps://doi.org/10.1177/21582440211059176openalex-snapshot
A Moderated Mediation Model of Expectancy-Value Interactions, Engagement, and Foreign Language Performance
inferred← citeshttps://doi.org/10.1177/21582440251340552openalex-snapshot
The Roles of Subjective Task Values, Private Tutoring, and Emotions in Predicting Primary School Students’ English Achievement
inferred← citeshttps://doi.org/10.1177/21582440251412223openalex-snapshot
A Microecological Analysis of Teacher Leadership and Its Effects on Student Emotions in Lower Secondary-Level English Language Classrooms in Türkiye
inferred← citeshttps://doi.org/10.1177/21582440261487883openalex-snapshot
The Impact of ESL Reading Anxiety on Reading Performance Through the Mediating Roles of L2 Grit and L2 Engagement: A PLS-SEM Analysis
inferred← citeshttps://doi.org/10.1177/2212585x241234335openalex-snapshot
Developing a second language listening and speaking assessment instrument for Use in student-led seminars in a chinese middle school english language acquisition class
inferred← citeshttps://doi.org/10.1186/s40359-025-02827-5openalex-snapshot
The relationship between mindfulness and second language resilience among Chinese English majors: the mediating role of academic hope
inferred← citeshttps://doi.org/10.1186/s40359-025-03685-xopenalex-snapshot
Linking EFL psychological capital and EFL achievement: the chain mediating effect of academic boredom and behavioural engagement
inferred← citeshttps://doi.org/10.1186/s40359-026-04561-yopenalex-snapshot
The impact of teacher-student relationship quality on achievement emotions in English as a foreign language within a Confucian heritage cultural context: an examination of the mediating roles of cognitive appraisals
inferred← citeshttps://doi.org/10.1186/s40862-025-00321-4openalex-snapshot
Expanding the emotional spectrum: validating the Achievement Emotions Questionnaire for multiple emotions in Chinese EFL learning
inferred← citeshttps://doi.org/10.12677/ap.2026.1610463openalex-snapshot
Control-Value Appraisals in Second Language Acquisition: Research Trajectory and Future Directions
inferred← citeshttps://doi.org/10.12973/ejels.5.1.65openalex-snapshot
Exploring the Relationship Between Students’ English Learning Self-Efficacy and Anxiety
inferred← citeshttps://doi.org/10.1371/journal.pone.0267405openalex-snapshot
Academic enjoyment, behavioral engagement, self-concept, organizational strategy and achievement in EFL setting: A multiple mediation analysis
inferred← citeshttps://doi.org/10.1371/journal.pone.0303965openalex-snapshot
Investigating latent mean differences in achievement emotions among Chinese secondary EFL learners: A gender and grade perspective
inferred← citeshttps://doi.org/10.14746/ssllt.2022.12.2.3openalex-snapshot
Taking stock: A meta-analysis of the effects of foreign language enjoyment
inferred← citeshttps://doi.org/10.14746/ssllt.32804openalex-snapshot
An ecological perspective on the flow of compassion among Iranian learners of English as a foreign language
inferred← citeshttps://doi.org/10.14746/ssllt.40352openalex-snapshot
Exploring peer emotion transmission in foreign language classrooms: A social psychological investigation using mixed methods
inferred← citeshttps://doi.org/10.14746/ssllt.46706openalex-snapshot
Invisible forces: How shame and guilt affect L2 achievement through regulating L2 anxiety and enjoyment
inferred← citeshttps://doi.org/10.1515/applirev-2022-0077openalex-snapshot
The relationships between young FL learners’ classroom emotions (anxiety, boredom, & enjoyment), engagement, and FL proficiency
inferred← citeshttps://doi.org/10.1515/applirev-2022-0080openalex-snapshot
A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation and proficiency
inferred← citeshttps://doi.org/10.1515/applirev-2023-0176openalex-snapshot
A person-centered approach to foreign language learners’ emotions: how emotional profiles are linked with control-value appraisals, engagement, and achievement
inferred← citeshttps://doi.org/10.1515/applirev-2024-0077openalex-snapshot
Emotions matter: the influence of emotional precursors on academic achievement in skill-focused English reading
inferred← citeshttps://doi.org/10.1515/applirev-2024-0194openalex-snapshot
Fostering flow experience in foreign language learning: examining synergetic effects of expectancy-value beliefs and emotions
inferred← citeshttps://doi.org/10.1515/applirev-2025-0094openalex-snapshot
Exploring the role of task-based goal orientations and control-value appraisals in Chinese as a second language writing performance
inferred← citeshttps://doi.org/10.1515/ijnes-2022-0062openalex-snapshot
Nursing students’ achievement emotions in association with clinical practicums and alternative learning
inferred← citeshttps://doi.org/10.1515/iral-2024-0166openalex-snapshot
Emotion profiles of Chinese secondary EFL learners: link with subjective well-being, English achievement, and demographics
inferred← citeshttps://doi.org/10.20409/berj.2024.434openalex-snapshot
The Impact of Hopelessness on Perceived Organizational Performance: The Mediating Role of Emotion Regulation
inferred← citeshttps://doi.org/10.21093/di.v23i1.6036openalex-snapshot
Students’ Reaction on Operating Rhetorical Strategies in Promoting Linguistic Skills and Cultural Diversity at Islamic Multicultural Classrooms
inferred← citeshttps://doi.org/10.21125/edulearn.2021.1870openalex-snapshot
PERCEPTIONS OF HIGHER EDUCATION STUDENTS ABOUT THE CONSEQUENCES OF THEIR ACADEMIC EMOTIONS
inferred← citeshttps://doi.org/10.21203/rs.3.rs-11160449/v1openalex-snapshot
Subjective Task Value and Activating Affect in English Learning: Construct Differentiation and Associations with Proficiency
inferred← citeshttps://doi.org/10.21203/rs.3.rs-6656719/v1openalex-snapshot
How teacher support influences EFL learners’ emotions? A Latent Profile Transition Analysis
inferred← citeshttps://doi.org/10.21203/rs.3.rs-7211748/v1openalex-snapshot
How Students’ Unsatisfied Needs in Class Situations Relate to Their Current Boredom: An Experience Sampling Method Study
inferred← citeshttps://doi.org/10.21608/jfeb.2022.283399openalex-snapshot
A Program Based on Expectancy-Value Appraisals for Developing Secondary School Students' EFL Expressive Language Skills and Increasing Their Foreign Language Enjoyment
inferred← citeshttps://doi.org/10.22373/ej.v8i1.7101openalex-snapshot
THE EFFECT OF TEACHER-AND PEER-ASSISTED EVALUATIVE MEDIATION ON EFL LEARNERS’ METACOGNITIVE AWARENESS DEVELOPMENT
inferred← citeshttps://doi.org/10.22515/elereviews.v3i1.6421openalex-snapshot
Why Does Academic Enjoyment Affect Foreign Language Proficiency? The Mediating Role of Elaboration Strategies
inferred← citeshttps://doi.org/10.23918/ijsses.v10i2p208openalex-snapshot
Understanding Foreign Language Anxiety and Achievement in Chinese Secondary EFL Learners: The Role of Behavioural Engagement
inferred← citeshttps://doi.org/10.26803/ijlter.23.7.2openalex-snapshot
The Predictive Effects of Foreign Language Anxiety (FLA) and Foreign Language Boredom (FLB) on Matriculation English Test (MET) Scores in Chinese Second-Tier University Setting
inferred← citeshttps://doi.org/10.30564/jiep.v5i2.5334openalex-snapshot
English as Foreign Language (EFL) Teachers’ Efficacy and Positive Achievement Emotions: Relations to Instructional Changes After Attending a Study Abroad Program
inferred← citeshttps://doi.org/10.30574/ijsra.2023.10.1.0839openalex-snapshot
Examining the influence of foreign language anxiety on organizational strategies and foreign language proficiency in Chinese secondary EFL learners
inferred← citeshttps://doi.org/10.30827/portalin.vi40.27338openalex-snapshot
Investigating the relationship between EFL learners’ engagement and their achievement emotions
inferred← citeshttps://doi.org/10.30827/portalin.viix.29890openalex-snapshot
The relationship of emotions, motivation and language learning autonomy:
inferred← citeshttps://doi.org/10.31234/osf.io/38rztopenalex-snapshot
The associations between discrete emotions and political learning: A cross-disciplinary meta-analysis and systematic review
inferred← citeshttps://doi.org/10.32598/ijpcp.27.4.3627.1openalex-snapshot
Developing and Validating an Instructional Design Model Based on Control-value Theory of Achievement Emotions
inferred← citeshttps://doi.org/10.32996/ijels.2024.6.2.7openalex-snapshot
Exploring the Effect of Language-related Academic Emotions on Foreign Language Achievement: A Systematic Review and Meta Analysis
inferred← citeshttps://doi.org/10.3389/feduc.2022.868752openalex-snapshot
Basic needs support and achievement emotions in daily research of life scientists considering academic positions
inferred← citeshttps://doi.org/10.3389/feduc.2025.1677229openalex-snapshot
The influence of perceived control, perceived value, and enjoyment on self-regulated learning from text
inferred← citeshttps://doi.org/10.3389/fpsyg.2020.02142openalex-snapshot
Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.675910openalex-snapshot
Exploring Emotion Regulation and Perceived Control as Antecedents of Anxiety and Its Consequences During Covid-19 Full Remote Learning
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.722622openalex-snapshot
Exploring Chinese EFL Learners' Achievement Emotions and Their Antecedents in an Online English Learning Environment
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.798564openalex-snapshot
The Impact of EFL Students’ Emotioncy Level on Their Motivation and Academic Achievement: A Theoretical Conceptual Analysis
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.882748openalex-snapshot
Enjoymeter for Exploring Micro-Scale Changes in Foreign Language Enjoyment
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.899400openalex-snapshot
Dynamics of Language Learning Motivation and Emotions: A Parallel-Process Growth Mixture Modeling Approach
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.950652openalex-snapshot
Effects of Teacher Engagement on Students’ Achievement in an Online English as a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.977240openalex-snapshot
A theoretical review on the role of positive emotional classroom rapport in preventing EFL students’ shame: A control-value theory perspective
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