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Abstract：
The control-value theory (CVT) of achievement emotions posits that achievement emotions are significantly associated with the key indicators of academic outcomes, including academic motivation, engagement, and performance. Existing studies have tested the theoretical hypothesis of the CVT in a variety of cultures, disciplines, and samples. However, evidence is limited for whether there are gender and grade differences in achievement emotions, especially in the context of English as a Foreign Language (EFL). 1,460 Chinese secondary school students (male N = 671; female N = 789; seventh-graders N = 731; eighth-graders N = 729) took part in the study. Confirmatory factor analyses and multi-group analyses were conducted to explore the possible gender and grade differences in EFL-related achievement emotions. Results indicated that there are gender or grade differences in EFL-related enjoyment, anxiety, and boredom, while hope and pride did not. Both limitations and implications are discussed.
摘要：
成就情绪的控制价值理论（CVT）认为成就情绪与学业成果的关键指标显着相关，包括学术动机，订婚,和性能。现有的研究已经检验了CVT在各种文化中的理论假设，学科,和样品。然而,成就情绪是否存在性别和年级差异的证据有限，特别是在英语作为外语（EFL）的背景下。1,460名中国中学生（男N=671；女N=789；七年级学生N=731；八年级学生N=729）参加了这项研究。进行验证性因素分析和多组分析，以探讨EFL相关成就情绪的性别和年级差异。结果表明，与EFL相关的享受存在性别或年级差异，焦虑,和无聊，而希望和骄傲却没有。讨论了局限性和含义。
