Control–Value Appraisals and Achievement Emotions: A Moderation Analysis

Abstract

Emotions in second language acquisition have started to gain attention in the past few years. One of the main theories that has been used to investigate students’ achievement emotions is Pekrun’s control–value theory of achievement emotions. This research aims to use the control–value theory to investigate the relationship between control and value appraisals, their interaction, and the effect they have on anxiety, boredom, and enjoyment in the context of SLA. Data were collected from 515 university students enrolled in an English language course whose first language was Arabic. The results of analyzing the data indicated that students’ perceived intrinsic, attainment, and utility value interacted differently with students’ perceived control to affect anxiety, boredom, and enjoyment. The results highlight the role played by intrinsic value in the relationship between control and anxiety and control and enjoyment.