Data Sheet 1_Classroom and family ecology of academic achievement emotions: a cross-cultural comparison between China and Kazakhstan.zip

Perceived control covaried positively with positive emotions. The path from task value to positive emotions was not significant in either sample, while task value and negative emotions were significantly and negatively associated in both samples. Parental expectations and support were positively associated with task value, and indirectly linked to lower negative emotions via the task value pathway.

Notably, the negative covariation between perceived control and negative emotions was significant only in the Kazakhstani sample. Furthermore, positive and negative emotions were significantly positively and negatively associated with life satisfaction, respectively.</p>Discussion<p>These findings theoretically elucidate the cross-cultural psychological mechanisms of educational ecologies, suggesting that higher education interventions should foster mastery-oriented environments and autonomy-supportive family involvement to facilitate students' psychological adaptation.</p>