Control-value theory (CVT) posits that cognitive appraisals and emotions govern motivation and learning in achievement settings. Within this framework, we used latent profile analysis to identify multifaceted motivation profiles involving academic control and value appraisals and achievement emotions (boredom, anxiety, enjoyment). Three motivation profiles were identified that comprised co-occurring appraisals and emotions at the start of a two-semester online university course: high control-enjoyment, low control-boredom, low value-boredom. These motivation profiles related to achievement perceptions and performance on six tests over the two-semester introductory psychology course. High control-enjoyment students reported greater success and expected better grades than low control-boredom and low value-boredom students, and outperformed low control-boredom students on all tests. These findings document the nature of adaptive (vs. maladaptive) CVT-related motivation profiles that predict academic attainment in an online course.

控制价值理论（CVT）认为，认知评估和情绪控制成就环境中的动机和学习。在此框架内，我们使用了潜在的个人资料分析来识别涉及学术控制和价值评估以及成就情感（无聊，焦虑，享受）的多方面动机资料。在为期两个学期的在线大学课程开始时，确定了三个动机配置文件，包括共同进行的评估和情感：高控制享乐，低控制厌倦，低价值无聊。这些动机与在两个学期的入门心理学课程中进行的六次测验中的成就感和表现有关。高控制享乐的学生比低控制厌倦的学生和低价值的厌倦的学生报告出更大的成功和更高的成绩，并且在所有测试中都比低控制厌倦的学生好。这些发现证明了与CVT相关的适应性（相对于适应不良）动机的性质，这些动机预测了在线课程的学业成就。