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The Relations Between Students' Perceived Classroom Management and Achievement Emotions in Mathematics Classrooms: The Control‐Value Theory Perspective

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Examines classroom management's effect on achievement emotions in secondary school students, suggesting effective strategies for educators.

The study aims to explore the relationship between classroom management and achievement emotions, focusing on mediators of academic control and value.
Analyzed data from 1759 secondary school students across 68 mathematics classrooms.
Utilized mediation analysis to assess relationships between classroom management and achievement emotions.
Compared effects of instructional and behavior management strategies.
Instructional management positively affects positive achievement emotions.
Behavior management is associated with negative achievement emotions.
Academic control mediates the relationship between instructional management and achievement emotions.
Academic value mediates the relationship between behavior management and achievement emotions.

Chen et al. (2026) studied this question.

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Examines classroom management's effect on achievement emotions in secondary school students, suggesting effective strategies for educators.