Abstract
The present study adopted latent profile analysis (LPA) to explore profiles of students' control and value appraisals in the foreign language learning context among 999 Chinese high school students. After administering the LPA, differences in control appraisals, value appraisals, enjoyment, boredom, perceived language achievement, and actual language achievement were compared. LPA generated three profiles of students' control and value appraisals, i.e., high control and high value, moderate control and moderate value, and moderate control but low value. The results of ANOVAs revealed that the three profiles showed significant differences in control appraisals, intrinsic value appraisals, extrinsic value appraisals, enjoyment, boredom, perceived language achievement, and actual language achievement. The findings of the present study offer valuable insights into the subgroups of students’ control and value appraisals and have significant implications for emotional research and educational intervention in the foreign language learning context.
Published Version
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