Control-value theory proposes that achievement emotions impact achievement, and that achievement outcomes (i.e., success and failure) reciprocally influence the development of achievement emotions. Academic buoyancy is an adaptive response to minor academic adversity, and might, therefore, offer protection from achievement being undermined by negative achievement emotions. At present, however, there is little empirical evidence for these hypothesized relations. In this study we examined reciprocal relations between three achievement emotions (enjoyment, boredom, and anxiety) and test performance in the context of mathematics, and whether academic buoyancy moderated relations between these emotions and test performance. Data were collected from 1,242 primary school students (mean age = 9.3 years) over four waves within one school year. Achievement emotions (T1 and T3) and test performance (T2 and T4) were measured alternately. Academic buoyancy was measured at T3. A structural equation model showed negative relations of anxiety to subsequent test performance, and negative relations of test performance to subsequent anxiety. Test performance also predicted enjoyment and boredom, but not vice versa. A latent-interaction structural equation model showed buoyancy moderated relations between anxiety and test performance. Test performance was highest when anxiety was low and buoyancy high. Practitioners should consider using interventions to reduce anxiety and downstream effects on achievement.

中文翻译：

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成就情绪与学业成就：相互关系和学业浮力的调节作用。

控制价值理论提出成就情绪影响成就，成就结果（即成功和失败）相互影响成就情绪的发展。学业浮力是对轻微学业逆境的适应性反应，因此可能会保护成就免受负面成就情绪的影响。然而，目前，这些假设关系的经验证据很少。在这项研究中，我们研究了数学背景下三种成就情绪（享受、无聊和焦虑）与考试成绩之间的相互关系，以及学术浮力是否调节了这些情绪与考试成绩之间的关系。数据是从 1,242 名小学生（平均年龄 = 9.3 岁）在一个学年内通过四次浪潮收集的。交替测量成就情绪（T1 和 T3）和测试表现（T2 和 T4）。在 T3 测量学术浮力。结构方程模型显示焦虑与后续考试成绩呈负相关，考试成绩与后续焦虑呈负相关。测试表现也预示着享受和无聊，但反之则不然。潜在相互作用结构方程模型显示浮力调节焦虑和考试成绩之间的关系。当焦虑低而浮力高时，测试表现最好。从业者应考虑使用干预措施来减少焦虑和对成就的下游影响。结构方程模型显示焦虑与后续考试成绩呈负相关，考试成绩与后续焦虑呈负相关。测试表现也预示着享受和无聊，但反之则不然。潜在相互作用结构方程模型显示浮力调节焦虑和考试成绩之间的关系。当焦虑低而浮力高时，测试表现最好。从业者应考虑使用干预措施来减少焦虑和对成就的下游影响。结构方程模型显示焦虑与后续考试成绩呈负相关，考试成绩与后续焦虑呈负相关。测试表现也预示着享受和无聊，但反之则不然。潜在相互作用结构方程模型显示浮力调节焦虑和考试成绩之间的关系。当焦虑低而浮力高时，测试表现最好。从业者应考虑使用干预措施来减少焦虑和对成就的下游影响。当焦虑低而浮力高时，测试表现最好。从业者应考虑使用干预措施来减少焦虑和对成就的下游影响。当焦虑低而浮力高时，测试表现最好。从业者应考虑使用干预措施来减少焦虑和对成就的下游影响。