Teachers’ situational joy, anger and achievement goals linked by control- and value-appraisals.

This study, grounded in Pekrun's control-value theory, examined how teachers' joy and anger are linked to their achievement goals across various work situations (teaching, interaction with colleagues, administration, other). Furthermore, it investigated whether these linkages are mediated by control- and value-appraisals. In a two-week diary study with 165 teachers from elementary and vocational track secondary schools, 2148 daily situations were recorded. The findings revealed that the within-person level associations between teachers' joy and anger and their achievement goals differed from the between-person level findings and varied across situations with different valence, but remained consistent across different classes of situations. Control-appraisals, in contrast to value-appraisals, mediated the associations between joy and achievement goals as well as between anger and achievement goals at the within-person level. The results highlight the importance of within-person dynamics in understanding how teachers' emotions relate to their achievement goals in everyday school life.