UNDERSTANDING ACHIEVEMENT EMOTIONS AND LEARNER ENGAGEMENT IN ENGLISH AS A FOREIGN LANGUAGE CONTEXTS THROUGH CONTROL-VALUE THEORY: A NARRATIVE REVIEW
Main Article Content
Abstract
Guided by the Control-Value Theory (CVT) (Pekrun, 2006), this narrative review synthesizes the existing literature on the relationship between achievement emotions and engagement in the English as a Foreign Language (EFL) education context. This paper reviews studies since the early introduction of CVT in 2002 up to the present (2026) in order to focus on both foundational concepts and the most recent developments in the field. Emotions such as enjoyment, boredom, and anxiety affect behavioral, cognitive, and social engagement via cognitive and self-regulatory pathways; however, the findings have been inconsistent across contexts highlighting how emotional valence and activation level lead to these inconsistencies. The review also explores the reciprocal relationship between achievement emotions and engagement, wherein emotions impact engagement, and engagement also influences emotions in return. It is also important to adopt context-sensitive research approaches or employ mixed-methods studies to effectively capture both individual emotional trajectories and generalizable patterns in learners’ achievement emotions. Optimizing students' achievement emotions is therefore critical to sustaining high-quality engagement in the EFL classroom.
Keywords
achievement emotions, control-value theory, student engagement, English as a foreign language (EFL)
Article Details
References
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Ashby, F. G., Isen, A. M., & Turken, A. U. (1999). A neuropsychological theory of positive affect and its influence on cognition. Psychological Review, 106(3), 529–550. https://doi.org/10.1037/0033-295X.106.3.529
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. https://psycnet.apa.org/record/1997-08589-000
Bless, H., Clore, G. L., Schwarz, N., Golisano, V., Rabe, C., & Wölk, M. (1996). Mood and the use of scripts: Does a happy mood really lead to mindlessness? Journal of Personality and Social Psychology, 71(4), 665–679. https://doi.org/10.1037/0022-3514.71.4.665
Carver, C. S., & Harmon-Jones, E. (2009). Anger is an approach-related affect: Evidence and implications. Psychological Bulletin, 135(2), 183–204. https://doi.org/10.1037/a0013965
Clore, G. L., & Huntsinger, J. R. (2007). How emotions inform judgment and regulate thought. Trends in Cognitive Sciences, 11(9), 393–399. https://doi.org/10.1016/j.tics.2007.08.005
Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101(4), 948–963. https://doi.org/10.1037/a0016096
Dao, P., & Sato, M. (2021). Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours. Language Teaching Research, 25(6), 972–994. https://doi.org/10.1177/13621688211044238
Dewaele, J.-M., & Li, C. (2021). Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6), 922–945. https://doi.org/10.1177/13621688211014538
Ding, Y., & Zhao, T. (2020). Emotions, engagement, and self-perceived achievement in a small private online course. Journal of Computer Assisted Learning, 36(4), 449–457. https://doi.org/10.1111/jcal.12410
Do, S. L., & Schallert, D. L. (2004). Emotions and classroom talk: Toward a model of the role of affect in students’ experiences of classroom discussions. Journal of Educational Psychology, 96(4), 619–634. https://doi.org/10.1037/0022-0663.96.4.619
Eysenck, M. W. (2014). Anxiety and cognition. Psychology Press. https://doi.org/10.4324/9781315804606
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117–142. https://ed.buffalo.edu/content/dam/ed/main/docs/newsletter/Fall09-Jeremy-Finn-Withdrawing.pdf
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal, 55(4), 347–353. https://doi.org/10.1093/elt/55.4.347
Heckhausen, H. (1991). Motivation and action. Springer-Verlag. https://doi.org/10.1007/978-3-642-75961-1
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Li, C., & Dewaele, J.-M. (2020). The predictive effects of trait emotional intelligence and online learning achievement perceptions on foreign language class boredom among Chinese university students. Foreign Languages and Their Teaching, 5, 33–44. https://doi.org/10.13458/j.cnki.flatt.004711
Linnenbrink, E. A. (2007). The role of affect in student learning: A Multi-Dimensional Approach to Considering the Interaction of Affect, Motivation, and Engagement. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 107–124). https://doi.org/10.1016/B978-012372545-5/50008-3
Linnenbrink, E. A., & Pintrich, P. R. (2002a). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37(2), 69–78. https://doi.org/10.1207/S15326985EP3702_2
Linnenbrink, E. A., & Pintrich, P. R. (2002b). The role of motivational beliefs in conceptual change. In M. Limón & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 115–135). Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47637-1_6
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1–3. https://doi.org/10.1016/j.cedpsych.2010.11.004
Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36(1), 13–24. https://doi.org/10.1016/j.cedpsych.2010.09.001
Loewenstein, G., & Lerner, J. S. (2003). The role of affect in decision making. In R. J. Davidson, K. R. Scherer, & H. H. Goldsmith (Eds.), Handbook of affective sciences (pp. 619–642). Oxford University Press. https://www.andrew.cmu.edu/user/gl20/GeorgeLoewenstein/Papers_files/pdf/RoleofEffectEmotion.pdf
Jin, Y. (2024). Motivating students to actively engage in EFL classrooms: Exploring the role of L2 grit and foreign language enjoyment. Learning and Motivation, 85, 101960. https://doi.org/10.1016/j.lmot.2024.101960
Martin, D. P., & Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math? Journal of School Psychology, 53(5), 359–373. https://doi.org/10.1016/j.jsp.2015.07.001
Meinhardt, J., & Pekrun, R. (2003). Attentional resource allocation to emotional events: An ERP study. Cognition and Emotion, 17(3), 477–500. https://doi.org/10.1080/02699930244000039
Nguyen, N., & Hoang, T. (2025). Vietnamese English-as-a-foreign-language learners’ emotions in online learning environments: Preliminary findings. The Journal of AsiaTEFL, 22(2), 477–485. https://doi.org/10.18823/asiatefl.2025.22.2.21.477
Nguyen, T. A. H. (2023). Positive emotions in English language learning in the Vietnamese tertiary contexts [Doctoral dissertation, Massey University]. Massey Research Online. http://hdl.handle.net/10179/19665
Nguyen, V. T., & Tran, T. T. H. (2024). The impacts of positive emotions on English language learning at Thanh Dong University. VNU Journal of Foreign Studies, 40(6), 132–151. https://doi.org/10.63023/2525-2445/jfs.ulis.5241
Nummenmaa, M., & Nummenmaa, L. (2008). University students’ emotions, interest and activities in a web-based learning environment. British Journal of Educational Psychology, 78(1), 163–178. https://doi.org/10.1348/000709907X203733
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 13–36). Academic Press. https://doi.org/10.1016/B978-012372545-5/50003-4
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531–549. https://doi.org/10.1037/a0019243
Pekrun, R., Goetz, T., Frenzel, A. C., & Barchfeld, P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002a). Positive emotions in education. In E. Frydenberg (Ed.), Beyond coping: Meeting Goals, Visions, and Challenges (pp. 149–174). Oxford University Press. https://doi.org/10.1093/med:psych/9780198508144.003.0008
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002b). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/s15326985ep3702_4
Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress & Coping, 17(3), 287–316. https://doi.org/10.1080/10615800412331303847
Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259–282). Springer. https://doi.org/10.1007/978-1-4614-2018-7_12
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667
Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Pearson/Merrill Prentice Hall. https://searchworks.stanford.edu/view/6774934
Schwarz, N., & Clore, G. L. (1996). Feelings and phenomenal experiences. In E. T. Higgins & A. W. Kruglanski (Eds.), Social psychology: Handbook of basic principles (pp. 433–465). Guilford Press. https://dornsife.usc.edu/norbert-schwarz/wp-content/uploads/sites/231/2023/11/schwarz___clore_feelings_2007.pdf
Shakki, F. (2023). Investigating the relationship between EFL learners’ engagement and their achievement emotions. Porta Linguarum, 40, 275–294. https://doi.org/10.30827/portalin.vi40.27338
Shao, K., Amiri, E., & Kutuk, G. (2026). Pride and shame in CALL: Links to appraisals, engagement, and performance. Language Learning & Technology, 30(2), 224-241. https://doi.org/10.64152/10125/73688
Turner, J. E., & Schallert, D. L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93(2), 320–329. https://doi.org/10.1037/0022-0663.93.2.320
Vuorela, M., & Nummenmaa, L. (2004). Experienced emotions, emotion regulation and student activity in a web-based learning environment. European Journal of Psychology of Education, 19(4), 423–436. https://doi.org/10.1007/BF03173219
Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1
Wine, J. J. (1971). Test anxiety and direction of attention. Psychological Bulletin, 76(2), 92–104. https://doi.org/10.1037/h0031332
Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189–205. https://doi.org/10.1207/S15326985EP3804_1
Wosnitza, M., & Volet, S. (2005). Origin, direction and impact of emotions in social online learning. Learning and Instruction, 15(5), 449–464. https://doi.org/10.1016/j.learninstruc.2005.07.009
Zeidner, M. (1998). Test anxiety: The state of the art. Plenum Press. https://link.springer.com/book/10.1007/b109548
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. https://doi.org/10.1002/pits.20303
Ashby, F. G., Isen, A. M., & Turken, A. U. (1999). A neuropsychological theory of positive affect and its influence on cognition. Psychological Review, 106(3), 529–550. https://doi.org/10.1037/0033-295X.106.3.529
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. https://psycnet.apa.org/record/1997-08589-000
Bless, H., Clore, G. L., Schwarz, N., Golisano, V., Rabe, C., & Wölk, M. (1996). Mood and the use of scripts: Does a happy mood really lead to mindlessness? Journal of Personality and Social Psychology, 71(4), 665–679. https://doi.org/10.1037/0022-3514.71.4.665
Carver, C. S., & Harmon-Jones, E. (2009). Anger is an approach-related affect: Evidence and implications. Psychological Bulletin, 135(2), 183–204. https://doi.org/10.1037/a0013965
Clore, G. L., & Huntsinger, J. R. (2007). How emotions inform judgment and regulate thought. Trends in Cognitive Sciences, 11(9), 393–399. https://doi.org/10.1016/j.tics.2007.08.005
Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101(4), 948–963. https://doi.org/10.1037/a0016096
Dao, P., & Sato, M. (2021). Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours. Language Teaching Research, 25(6), 972–994. https://doi.org/10.1177/13621688211044238
Dewaele, J.-M., & Li, C. (2021). Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6), 922–945. https://doi.org/10.1177/13621688211014538
Ding, Y., & Zhao, T. (2020). Emotions, engagement, and self-perceived achievement in a small private online course. Journal of Computer Assisted Learning, 36(4), 449–457. https://doi.org/10.1111/jcal.12410
Do, S. L., & Schallert, D. L. (2004). Emotions and classroom talk: Toward a model of the role of affect in students’ experiences of classroom discussions. Journal of Educational Psychology, 96(4), 619–634. https://doi.org/10.1037/0022-0663.96.4.619
Eysenck, M. W. (2014). Anxiety and cognition. Psychology Press. https://doi.org/10.4324/9781315804606
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117–142. https://ed.buffalo.edu/content/dam/ed/main/docs/newsletter/Fall09-Jeremy-Finn-Withdrawing.pdf
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal, 55(4), 347–353. https://doi.org/10.1093/elt/55.4.347
Heckhausen, H. (1991). Motivation and action. Springer-Verlag. https://doi.org/10.1007/978-3-642-75961-1
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Li, C., & Dewaele, J.-M. (2020). The predictive effects of trait emotional intelligence and online learning achievement perceptions on foreign language class boredom among Chinese university students. Foreign Languages and Their Teaching, 5, 33–44. https://doi.org/10.13458/j.cnki.flatt.004711
Linnenbrink, E. A. (2007). The role of affect in student learning: A Multi-Dimensional Approach to Considering the Interaction of Affect, Motivation, and Engagement. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 107–124). https://doi.org/10.1016/B978-012372545-5/50008-3
Linnenbrink, E. A., & Pintrich, P. R. (2002a). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37(2), 69–78. https://doi.org/10.1207/S15326985EP3702_2
Linnenbrink, E. A., & Pintrich, P. R. (2002b). The role of motivational beliefs in conceptual change. In M. Limón & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 115–135). Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47637-1_6
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1–3. https://doi.org/10.1016/j.cedpsych.2010.11.004
Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36(1), 13–24. https://doi.org/10.1016/j.cedpsych.2010.09.001
Loewenstein, G., & Lerner, J. S. (2003). The role of affect in decision making. In R. J. Davidson, K. R. Scherer, & H. H. Goldsmith (Eds.), Handbook of affective sciences (pp. 619–642). Oxford University Press. https://www.andrew.cmu.edu/user/gl20/GeorgeLoewenstein/Papers_files/pdf/RoleofEffectEmotion.pdf
Jin, Y. (2024). Motivating students to actively engage in EFL classrooms: Exploring the role of L2 grit and foreign language enjoyment. Learning and Motivation, 85, 101960. https://doi.org/10.1016/j.lmot.2024.101960
Martin, D. P., & Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math? Journal of School Psychology, 53(5), 359–373. https://doi.org/10.1016/j.jsp.2015.07.001
Meinhardt, J., & Pekrun, R. (2003). Attentional resource allocation to emotional events: An ERP study. Cognition and Emotion, 17(3), 477–500. https://doi.org/10.1080/02699930244000039
Nguyen, N., & Hoang, T. (2025). Vietnamese English-as-a-foreign-language learners’ emotions in online learning environments: Preliminary findings. The Journal of AsiaTEFL, 22(2), 477–485. https://doi.org/10.18823/asiatefl.2025.22.2.21.477
Nguyen, T. A. H. (2023). Positive emotions in English language learning in the Vietnamese tertiary contexts [Doctoral dissertation, Massey University]. Massey Research Online. http://hdl.handle.net/10179/19665
Nguyen, V. T., & Tran, T. T. H. (2024). The impacts of positive emotions on English language learning at Thanh Dong University. VNU Journal of Foreign Studies, 40(6), 132–151. https://doi.org/10.63023/2525-2445/jfs.ulis.5241
Nummenmaa, M., & Nummenmaa, L. (2008). University students’ emotions, interest and activities in a web-based learning environment. British Journal of Educational Psychology, 78(1), 163–178. https://doi.org/10.1348/000709907X203733
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 13–36). Academic Press. https://doi.org/10.1016/B978-012372545-5/50003-4
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531–549. https://doi.org/10.1037/a0019243
Pekrun, R., Goetz, T., Frenzel, A. C., & Barchfeld, P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002a). Positive emotions in education. In E. Frydenberg (Ed.), Beyond coping: Meeting Goals, Visions, and Challenges (pp. 149–174). Oxford University Press. https://doi.org/10.1093/med:psych/9780198508144.003.0008
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002b). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/s15326985ep3702_4
Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress & Coping, 17(3), 287–316. https://doi.org/10.1080/10615800412331303847
Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259–282). Springer. https://doi.org/10.1007/978-1-4614-2018-7_12
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667
Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Pearson/Merrill Prentice Hall. https://searchworks.stanford.edu/view/6774934
Schwarz, N., & Clore, G. L. (1996). Feelings and phenomenal experiences. In E. T. Higgins & A. W. Kruglanski (Eds.), Social psychology: Handbook of basic principles (pp. 433–465). Guilford Press. https://dornsife.usc.edu/norbert-schwarz/wp-content/uploads/sites/231/2023/11/schwarz___clore_feelings_2007.pdf
Shakki, F. (2023). Investigating the relationship between EFL learners’ engagement and their achievement emotions. Porta Linguarum, 40, 275–294. https://doi.org/10.30827/portalin.vi40.27338
Shao, K., Amiri, E., & Kutuk, G. (2026). Pride and shame in CALL: Links to appraisals, engagement, and performance. Language Learning & Technology, 30(2), 224-241. https://doi.org/10.64152/10125/73688
Turner, J. E., & Schallert, D. L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93(2), 320–329. https://doi.org/10.1037/0022-0663.93.2.320
Vuorela, M., & Nummenmaa, L. (2004). Experienced emotions, emotion regulation and student activity in a web-based learning environment. European Journal of Psychology of Education, 19(4), 423–436. https://doi.org/10.1007/BF03173219
Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1
Wine, J. J. (1971). Test anxiety and direction of attention. Psychological Bulletin, 76(2), 92–104. https://doi.org/10.1037/h0031332
Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189–205. https://doi.org/10.1207/S15326985EP3804_1
Wosnitza, M., & Volet, S. (2005). Origin, direction and impact of emotions in social online learning. Learning and Instruction, 15(5), 449–464. https://doi.org/10.1016/j.learninstruc.2005.07.009
Zeidner, M. (1998). Test anxiety: The state of the art. Plenum Press. https://link.springer.com/book/10.1007/b109548