Lesson-specific control-value appraisals and achievement emotions in maths: A combination with the standardized questionnaire survey

Using Control-Value Theory, a questionnaire survey and daily diary method were combined to explore the relation between control-value appraisals and achievement emotions in Chinese maths classes. With data from 602 secondary school students ( M-age = 13.55, 51.66 % female) who participated in the questionnaire survey and 112 students ( M-age = 13.91, 48.21 % female) who completed the daily diary measure over three weeks, the results of multileveled multiple regression confirmed the relation between control-value appraisals and achievement emotions under the two measures. Nonetheless, there were some differences in those relations between the two measures. Lesson-specific emotions were strongly related to internal attribution and intrinsic value, whereas domain-specific emotions were highly related to maths self-concept and intrinsic value. Lastly, the results identified the control-value interaction effect on several commonly reported emotions under the two measures.