Based on the control-value theory of achievement emotions, the present study investigates whether an intervention setting with the aim of inter alia promoting positive emotions could change control and value appraisals of low-achieving secondary school students in mathematics over two school years (Grades 7 and 8). Further, we examine the change-change assumption that positive intraindividual changes in perceived control and value longitudinally predict intraindividual changes in enjoyment, anger, anxiety, and boredom. Latent change models of 348 students revealed no significant effect of the intervention on changes in perceived control or value. Results confirmed the change-change hypothesis of the control-value theory for control and value and enjoyment, anger, anxiety, and boredom: Intraindividual changes in these emotions were longitudinally predicted by intraindividual changes in perceived control and value. Therefore, it can be assumed that the strategy of influencing students' control and value appraisals may be an effective measure to promote positive emotions while reducing negative ones.

基于成就情绪的控制价值理论，本研究调查了以促进积极情绪为目的的干预环境是否可以改变两个学年（7年级）数学成绩不佳的中学生的控制和价值评估。和 8）。此外，我们检查了变化 - 变化假设，即感知控制和价值的积极个体内部变化纵向预测了享受，愤怒，焦虑和无聊的个体内部变化。348 名学生的潜在变化模型显示干预对感知控制或价值的变化没有显着影响。结果证实了控制价值理论对控制与价值与享受、愤怒、焦虑和无聊的变化-变化假设：这些情绪的个体内变化是由感知控制和价值的个体内变化纵向预测的。因此，可以假设影响学生控制和价值评价的策略可能是促进积极情绪同时减少消极情绪的有效措施。