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Abstract
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Achievement emotions, as defined by Pekrun (2017), are specific emotions experienced in academic settings that are directly linked to learning processes and outcomes. These emotions are influenced by goal-directed and appraisal-driven psychological processes, as stated by Jarrell et al. (2016). The triggering of achievement emotions involves various psychological subsystems, including affective, cognitive, motivational, and expressive behavior, as outlined by Pekrun (2017). It is important to note that the relationship between achievement emotions and student learning is intricate.
Achievement emotions have a significant impact on learning and performance. They influence factors such as attention, motivation, effort, and the use of cognitive and metacognitive learning strategies (Artino, 2009). It is important to recognize and manage these emotions in order to optimize learning outcomes. The control-value theory of achievement emotions (CVT; Pekrun, Frenzel, Goetz, & Perry, 2007; Pekrun & Stephens, 2012) and the social cognitive theory (Bandura, 1997) served as the foundation for the theoretical framework. These theories make specific assumptions about the relationships between learners' cognitions, emotions, and learning outcomes. In educational settings, achievement emotions have a mediating function between learners' cognitions and learning outcomes, according to the well-known CVT theory (Butz et al., 2016; Pekrun et al., 2007; Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011; Pekrun & Stephens, 2012). According to CVT, achievement emotions are triggered by cognitions. These cognitions can appear when students engage in achievement activities like learning or when they experience subsequent results like academic success or failure (Heckel & Ringeisen, 2018). Two categories of cognition are distinguished by CVT: learners' (a) control appraisals and (b) value appraisals. Control assessments can either be consistent—known as self-efficacy—or fluctuate over time and
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