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Published on: September 4, 2019
How Perceived Control and Task Value Relate to Achievement Emotions in Academic Study Settings
Daniela Raccanello1,2, Giada Vicentini1,2, 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.
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.
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