University Student’s Emotional States during Virtual Learning by Eija Henritius, Markku Hannula, Panu Erästö, Visajaani Salonen, Erika Löfström

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Beyond communicative competence: Investigating the impact of grit and classroom enjoyment on willingness to communicate by Tingting Huang, Hazlina Abdul Halim, Ilyana Binti Jalaluddin, Songtao Liu

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Development and validation of the academic hope scale (AcHS) for students by Farhad Khormaei, Saman Kamari Songhorabadi, Maya M. Khanna

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Achievement emotions: Their relationship with academic performance and learning styles in EFL learners by Eman Alzaanin

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Positive teacher feedback and academic emotions among primary school children in China: A study within the control-value theory framework by Jianzhou Ni

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Basic psychological needs and achievement emotions: the role of control and value appraisals in higher education by Jason Skues, Earl Freeman, Kelly-Ann Allen

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Investigating the content and correlates of undergraduate students' academic regrets by John Ranellucci

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Exploring how course social and cultural environmental features influence student engagement in STEM active learning courses: a control–value theory approach by Yoon Ha Choi, Elli Theobald, Vicente Velasco, Sarah L. Eddy

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Predicting the achievement emotions of elementary and middle school students in online learning based on control-value theory by Yan Yi, Lixiang Gao, Shuang Wang, Mingzhang Zuo, Heng Luo

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Task-specific emotions in L2 writing: A control-value theory approach from a positive psychology perspective by Chengchen Li

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Exploring the relationship between students' perceived teacher support, empathy and boredom in English learning: a structural equation modelling approach by Honggang Liu, Yutong Shen, Xiaoxue Li, Xueheng Zhou

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Expanding the emotional spectrum: validating the Achievement Emotions Questionnaire for multiple emotions in Chinese EFL learning by Yanlin Zhao, Samantha Curle, Lianrui Yang

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