建构主义学习、控制-价值评估与进一步教育数学中的成就情绪：一项关于享受与焦虑决定因素的混合方法研究

Enjoyment and anxiety towards learning mathematics can significantly impact learning and achievement. Within the theoretical framework of the control-value theory (CVT) of achievement emotions, the current research explored the role of perceived cognitive constructivist principles in Further Education (FE) mathematics classrooms as antecedents of these emotions for adult students, among whom negative beliefs and emotions towards mathematics are prevalent. This mixed methods research comprised two sequential studies. First, a quantitative, questionnaire-based study with a correlational design i