This research investigates potential definition, measurement, and overlap issues with students' (N = 1321) intrinsic and extrinsic value appraisals and enjoyment in the control value theory of achievement emotions (CVTAE). In Study 1, exploratory factor analysis (n = 479) found clear distinctions between intrinsic value, extrinsic value, and enjoyment. Follow up confirmatory factor analysis (n = 274) confirmed these distinctions in a separate sample. Intrinsic and extrinsic values were found to be separate constructs. Correlational relationships suggest that both intrinsic value and enjoyment are related but distinct variables as well. In Study 2 (n = 568), a CVTAE model using the confirmed variables was used to predict relationships with students' academic buoyancy and adaptability, explaining 16.6% and 48.9% of the variance, respectively. These studies show the importance of delineating separate factors for intrinsic value and extrinsic value and clearly highlight distinctions between intrinsic value and enjoyment from a CVTAE perspective.

这项研究调查 了成就感控制价值理论（CVTAE）中学生（N = 1321）的内在和外在价值评估以及享受的潜在定义，测量和重叠问题。在研究1中，探索性因素分析（n  = 479）发现内在价值，外在价值和娱乐之间存在明显的区别。后续确认因子分析（n  = 274）在单独的样本中确认了这些区别。发现内在和外在价值是分开的结构。相关关系表明，内在价值和享乐都是相关的，但变量也不同。在研究2（n = 568），使用已确认变量的CVTAE模型来预测与学生的学术浮力和适应性的关系，分别解释了16.6％和48.9％的方差。这些研究表明了为内在价值和外在价值划定单独因素的重要性，并从CVTAE的角度清楚地强调了内在价值与享受之间的区别。