Examining the level of learning emotions of secondary school students withi in the framework of control-value theory

In this study, the level of learning emotions of secondary school students was analysed within the framework of control value theory. Relational (correlational) screening model, one of the quantitative research types, was used in conducting the research. The data of the study consisted of 750 secondary school students studying in four different types of high schools (Science High School, Anatolian High School, IHL, MTAL) in Düzce city centre in the 2023-2024 academic year. The data of the study were obtained by using the scale of "Learning Emotions Scale in Secondary Education Students". Independent groups t-test, one-way ANOVA and Pearson correlation analysis were used in the analysis of the data obtained in the research by using SPSS software. The study examined the learning emotions of secondary school students within the framework of the control value theory and according to the findings regarding the emotional experiences of the students, secondary school students experienced the most pride and the least embarrassment. A significant difference was found between pride and anxiety, which are among the learning emotions, and the gender of the students, and it was observed that these emotions were experienced more by female students. It was observed that students' feelings of pride increased as their grade level increased. The findings were discussed in relation to the literature. In conclusion, this study shows the wide range of effects of secondary school students' learning emotions and emphasises the importance of organising educational environments in a way that supports these emotional experiences. Keywords: Learning emotions, feelings of achievement, control-value theory