Based on the control-value theory of achievement emotions, this study investigated the relationship of classroom goal structures, self-determination motivation, and academic emotions. Participants were 588 eighth grade students in Taiwan. The data were analyzed by Structural Equation Modeling (SEM). The results were summarized as follows: (a) Classroom mastery goal structure has direct effects on autonomous motivation; (b) Classroom performance goal structure has direct effects on controlled motivation; (c) Autonomous motivation has direct effect on positive academic emotions and negative academic emotions. (d) Controlled motivation has direct effect on positive academic emotions and negative academic emotions. Based on the results, this study provides several implications and suggestions for educational practice and future research.
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