Expectancy-value appraisals and achievement emotions in an online learning environment: Within- and between-person relationships

Motivation and emotion are of critical importance for students' academic learning achievement. Drawing on Eccles Wigfield's situated expectancy-value theory Pekrun's control-value theory, we examined to what extent specific appraisals related studentsʼ achievement emotions. We collected intensive state data N = 95 university students over one semester in an online environment. Students' were analyzed different aggregation levels a hierarchical design, which accounts variability within situations between students. Our results corroborated theoretical assumptions that positively associated with positive emotions negatively negative However, found experienced high intrinsic utility value, but not attainment value. Examining appraisal combinations discrete emotions, particularly perceived costs moderated the relationship expectancy frustration boredom situation level.