LAUSR

Abstract Theories on how classroom teaching and achievement emotions are related centre on how they work within the individual. However, studies have focused on the relations between individuals. A daily diary method was employed to examine the intra-individual relations among teaching quality, control-value appraisals, and achievement emotions. The data were from 266 Chinese middle school students (Mage = 13.70, 56.80% boys). Participants were surveyed on their lesson-specific perceptions of classroom teaching (i.e., teacher support, cognitive activation and classroom management), control-value appraisals and achievement emotions within 10 weekdays. The results of the multilevel structural equation model confirmed control-value theory at within- and between-person levels; notwithstanding, the mediating effect was partial. Teacher support had positive effects on positive emotions at the within-person level, followed by cognitive activation. Classroom management showed negative effects on negative emotions at both levels. Besides, cognitive activation had a robust effect on boredom at the student level.