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A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

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How Perceived Control and Task Value Relate to Achievement Emotions in Academic Study Settings.

Daniela Raccanello^1,2, Giada Vicentini^1,2, David W Putwain²

¹Department of Human Sciences, University of Verona, 37129 Verona, Italy.

Behavioral Sciences (Basel, Switzerland)

|May 27, 2026

Summary

Control-value theory (CVT) helps understand achievement emotions. This study found control and value appraisals partially predict emotions, with limited interaction effects across diverse academic emotions.

Keywords:

achievement emotions control–value theory perceived control task value university students

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Published on: February 10, 2016

Area of Science:

Educational Psychology
Social Psychology

Background:

Control-value theory (CVT) is a key framework for understanding achievement emotions.
Limited research has explored the interaction of control and value appraisals across a wide spectrum of emotions.

Purpose of the Study:

To investigate the interactive role of control and value in predicting ten distinct achievement emotions.
To examine these predictions within the academic context of university studying.

Main Methods:

Recruited 166 and 126 Italian university students across two psychology modules.
Utilized self-report questionnaires for data collection.
Performed regression analyses to assess relationships and interactions.

Main Results:

Control and value were positively related to positive emotions and negatively to negative emotions.
Interaction effects between control and value were limited and small in magnitude.
Significant interactions were found for anger and shame (module 1), and enjoyment and relaxation (module 2).

Conclusions:

Findings offer partial support for CVT assumptions regarding control and value appraisals.
Value may moderate the control-emotion link in specific academic contexts.
The moderating effect is not consistent across all achievement emotions.