Guided by Pekrun’s (2006) control-value theory of achievement emotions, we investigated the mediating role of control and value appraisals in the relations between students’ perceptions of teaching and their academic emotions. To account for the highly fluctuating and dynamic nature of emotions, we used the experience sampling method complemented by within-person mediation analyses. In 2 studies, n = 122 (Study 1) and n = 149 (Study 2) high school students reported on their real-time perceptions of teaching characteristics (grouped into two second-order factors: supportive presentation style and excessive lesson demands), their control and value (intrinsic and extrinsic) appraisals, and their academic emotions of enjoyment, anxiety, and boredom (n = 1,520/2,669 assessments within students). Across the 2 studies, we found consistent results on the intraindividual level that are in line with an assumption of the control-value theory: Appraisals of control and value mediated the effects of perceived characteristics of teaching on academic emotions (e.g., supportive presentation style showed positive effects on control, which, in turn, showed positive effects on enjoyment). At the same time—and contributing to further developments of the control-value theory—the relative importance of direct and indirect effects (i.e., amount of mediation) differed across emotions. For example, there was a strong direct effect of supportive presentation style on enjoyment, but no effect on anxiety. Similarly, appraisals differed in their relative importance as mediators both within and across emotions (e.g., extrinsic value was mainly relevant for anxiety, whereas intrinsic value contributed to enjoyment and boredom). (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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实时课堂情绪的动态：评价在学生对教学的感知与其情绪之间的关系中起中介作用。

以 Pekrun (2006) 的成就情绪控制价值理论为指导，我们研究了控制和价值评价在学生对教学的感知与学业情绪之间的关系中的中介作用。为了解释情绪的高度波动和动态性​​质，我们使用了经验抽样方法，并辅以个人调解分析。在 2 项研究中，n = 122（研究 1）和 n = 149（研究 2）高中生报告了他们对教学特征的实时感知（分为两个二阶因素：支持性演讲风格和过度的课程需求），他们的控制和价值（内在和外在）评估，以及他们享受、焦虑和无聊的学术情绪（n = 1,520/2,669 学生评估）。在 2 项研究中，我们在个体内发现了与控制价值理论假设一致的一致结果：控制和价值的评估介导了教学感知特征对学术情绪的影响（例如，支持性的演讲风格对控制表现出积极的影响，这反过来又显示出对享受的积极影响）。同时——并有助于控制价值理论的进一步发展——直接和间接影响（即中介量）的相对重要性因情绪而异。例如，支持性演讲风格对享受有很强的直接影响，但对焦虑没有影响。同样，评估作为情绪内和情绪间的中介的相对重要性不同（例如，外在价值主要与焦虑、而内在价值有助于享受和无聊）。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）