Control–value theory of achievement emotions: A closer look at student value appraisals and enjoyment

This research investigates potential definition, measurement, and overlap issues with students' (N = 1321) intrinsic and extrinsic value appraisals and enjoyment in the control value theory of achievement emotions (CVTAE). In Study 1, exploratory factor analysis (n = 479) found clear distinctions between intrinsic value, extrinsic value, and enjoyment. Follow up confirmatory factor analysis (n = 274) confirmed these distinctions in a separate sample. Intrinsic and extrinsic values were found to be separate constructs. Correlational relationships suggest that both intrinsic value and enjoyment are related but distinct variables as well. In Study 2 (n = 568), a CVTAE model using the confirmed variables was used to predict relationships with students' academic buoyancy and adaptability, explaining 16.6% and 48.9% of the variance, respectively. These studies show the importance of delineating separate factors for intrinsic value and extrinsic value and clearly highlight distinctions between intrinsic value and enjoyment from a CVTAE perspective.