“…Research shows that not only do students experience a variety of emotions in academic settings (Pekrun, ; Spangler, Pekrun, Kramer, & Hofmann, ), but that these emotions are consistently related to important learning‐related variables including academic achievement (e.g., Pekrun, Elliot, & Maier, ; Pekrun, Hall, Goetz, & Perry, ), self‐regulated learning (e.g., Goetz, Hall, Frenzel, & Pekrun, ; Mega, Ronconi, & De Beni, ; Muis, Pekrun, et al ., ), as well as perceived control and value (e.g., Bieg, Goetz, & Hubbard, ; Frenzel, Pekrun, & Goetz, ; Muis, Psaradellis, Lajoie, Di Leo, & Chevrier, ; Pekrun, Goetz, Daniels, Stupnisky, & Perry, ). Most notably, recent work has explored the relations between students’ achievement goals and their emotions (for reviews, see Huang, ; Linnenbrink‐Garcia & Barger, ), with theoretical models having been proposed to explain these relationships including the control‐value theory of achievement emotions (Pekrun, ) and the bidirectional model of affect (Linnenbrink & Pintrich, ).…”