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

ABSTRACT This study examined the relation between classroom management and achievement emotions, as well as the mediating role of academic control and value based on control‐value theory. The data were analysed from 1759 secondary school students in 68 mathematics classrooms located in Jiangsu, China ( M age = 13.88, SD age = 0.84). The results of the mediation analysis confirmed the mediating roles of academic control and value in classroom management and achievement emotions. In detail, both kinds of classroom management showed positive relations with academic control and value. Instructional management has a more pronounced, positive association with positive emotions, whereas behaviour management has a more pronounced, negative association with negative emotions. In terms of indirect effects, behaviour management is primarily related to students' achievement emotions through academic value, whereas instructional management is primarily related to students' achievement emotions through academic control. The results suggest that utilising both instructional and behavioural management together is an effective approach. The limitations and implications are then discussed.