Abstract Following the Control-Value Theory of positive psychology, this study investigated how emotional precursors affect enjoyment and boredom in skill-focused English reading classes, and how these emotions impact academic achievement in foreign language learning. 332 EFL university students completed a composite questionnaire, recalling their experiences of enjoyment, boredom, motivation, and control-value appraisals in reading classes. A quantitative analysis revealed that emotional precursors significantly predict both enjoyment (positively) and boredom (negatively), with extrinsic value being a key factor in emotional responses. Additionally, a structural equation modeling analysis was performed to illustrate the relationships between students’ emotional antecedents, emotions, motivation, and their impact on performance. The findings indicate that emotions and motivation are mediators between antecedents and achievement, with emotions playing a more significant role as the principal mediator. These findings partially align with previous research, underscoring the significance of considering skill-specific factors in evaluating student emotions and achievements in similar educational settings. Moreover, the research results have implications for our educational practice: educators need to improve students’ control-value appraisals and manage their emotional reactions by using strategies like personalizing training to suit individual abilities and emphasizing the practical value of English reading, which may facilitate their enjoyment and academic achievement.
Nie et al. (Mon,) studied this question.