The current study examined cross-sectional and longitudinal relationships amongst perceived teacher and perceived peer support, cognitive appraisals, and three achievement emotions (enjoyment, anger, and boredom) in math classrooms using a full-panel design with two measurement points over a 1-year period. The participants were 548 5th and 7th grade students from nine public schools in Portugal. Relationships were analysed with structural equation modelling (autoregressive cross-lagged panel modelling). The results showed that students' perceived peer support positively predicted their positive value appraisals. Students' perceived competence positively predicted their enjoyment and negatively predicted their anger, whereas students' positive value appraisals negatively predicted their boredom. Moreover, the findings revealed significant effects of perceived classroom support on emotions. Students' perceived teacher support negatively predicted their boredom, whereas their perceived peer support positively predicted their enjoyment and negatively predicted their boredom. The findings are discussed regarding theoretical and practical implications.

当前的研究使用全屏设计在1个课堂上使用两个测量点，研究了数学课堂中感知的老师和感知的同伴支持，认知评估以及三种成就情感（喜悦，愤怒和无聊）之间的横向和纵向关系。年期。参加者是来自葡萄牙9所公立学校的548名5年级和7年级学生。用结构方程模型（自回归交叉滞后面板模型）分析关系。结果表明，学生感知的同伴支持积极地预测了他们的正面价值评价。学生的感知能力正面地预测了他们的享受，负面地预测了他们的愤怒，而学生的正面价值评估则对他们的无聊产生了负面的预测。此外，研究发现揭示了课堂支持对情绪的重大影响。学生的感知老师支持会消极地预测他们的无聊，而他们的同伴支持则正面地预测他们的娱乐，而负面地预测他们的无聊。讨论了有关理论和实践意义的发现。