{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T05:04:59Z","timestamp":1789621499128,"version":"build-2803163510"},"reference-count":37,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T00:00:00Z","timestamp":1789603200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Guided by a core mediation model (environment \u2192 cognitive appraisals \u2192 emotions \u2192 life satisfaction), this study explores the multiple structural associations among classroom goal climate, perceived parental academic expectations and support (PPASS), cognitive appraisals, academic emotions, and life satisfaction across different cultural contexts.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A cross-sectional survey was conducted among 1,645 university students from China and Kazakhstan. Multi-group confirmatory factor analysis (MGCFA) was utilized to verify the measurement invariance of the instruments, and multi-group structural equation modeling (MG-SEM) was employed to analyze the structural associations across the two groups.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>After confirming strong measurement invariance across both groups, the MG-SEM revealed that mastery climate was significantly and positively associated with perceived control and task value. 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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats: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.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1922663","type":"journal-article","created":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T04:48:25Z","timestamp":1789620505000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Classroom and family ecology of academic achievement emotions: a cross-cultural comparison between China and Kazakhstan"],"prefix":"10.3389","volume":"17","author":[{"given":"Zhan","family":"Zhou","sequence":"first","affiliation":[{"name":"Faculty of Philosophy and Political Science, Al-Farabi Kazakh National University","place":["Almaty, Kazakhstan"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Aigul","family":"Alchimbayeva","sequence":"additional","affiliation":[{"name":"Faculty of Philosophy and Political Science, Al-Farabi Kazakh National University","place":["Almaty, Kazakhstan"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Chunling","family":"Wang","sequence":"additional","affiliation":[{"name":"Faculty of Philosophy and Political Science, Al-Farabi Kazakh National University","place":["Almaty, Kazakhstan"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xiaogang","family":"Jin","sequence":"additional","affiliation":[{"name":"Faculty of Philosophy and Political Science, Al-Farabi Kazakh National University","place":["Almaty, Kazakhstan"]},{"name":"Faculty of Arts, Huanggang Normal University","place":["Huanggang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,17]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"17865","DOI":"10.1038\/s41598-025-02875-2","article-title":"The impact of digital hybrid education model on teachers' engagement and academic performance in the context of Kazakhstan","volume":"15","author":"Abdigapbarova","year":"2025","journal-title":"Sci. Rep."},{"key":"B2","doi-asserted-by":"publisher","first-page":"1330720","DOI":"10.3389\/fpsyg.2024.1330720","article-title":"Social support and mental health: the mediating role of perceived stress","volume":"15","author":"Acoba","year":"2024","journal-title":"Front. Psychol."},{"key":"B3","doi-asserted-by":"publisher","first-page":"77","DOI":"10.1080\/21683603.2020.1813227","article-title":"Do achievement goals mediate the relationship between classroom goal structures and student emotions at school?","volume":"10","author":"Baudoin","year":"2022","journal-title":"Int. J. School Educ. Psychol."},{"key":"B4","doi-asserted-by":"crossref","DOI":"10.4159\/9780674028845","volume-title":"The Ecology of Human Development: Experiments by Nature and Design","author":"Bronfenbrenner","year":"1979"},{"key":"B5","doi-asserted-by":"publisher","first-page":"233","DOI":"10.1207\/S15328007SEM0902_5","article-title":"Evaluating goodness-of-fit indexes for testing measurement invariance","volume":"9","author":"Cheung","year":"2002","journal-title":"Struct. Equ. Model."},{"key":"B6","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.psicoe.2021.02.001","article-title":"The academically engaged life of mastery-oriented students: causal ordering among positive emotions, mastery-approach goals, and academic engagement","volume":"27","author":"Datu","year":"2022","journal-title":"Revista de Psicodid\u00e1ctica"},{"key":"B7","doi-asserted-by":"publisher","first-page":"71","DOI":"10.1207\/s15327752jpa4901_13","article-title":"The satisfaction with life scale","volume":"49","author":"Diener","year":"1985","journal-title":"J. Pers. Assess."},{"key":"B8","first-page":"127","article-title":"Dimensions of national culture and effective leadership patterns: Hofstede revisited","volume":"3","author":"Dorfman","year":"1988","journal-title":"Adv. Int. Comp. Manage."},{"key":"B9","volume-title":"Self-theories: Their Role in Motivation, Personality, and Development","author":"Dweck","year":"1999"},{"key":"B10","doi-asserted-by":"publisher","first-page":"245","DOI":"10.1111\/bjep.12552","article-title":"Changes in Chinese students' academic emotions after examinations: pride in success, shame in failure, and self-loathing in comparison","volume":"93","author":"Fang","year":"2023","journal-title":"Br. J. Educ. Psychol."},{"key":"B11","doi-asserted-by":"publisher","first-page":"433","DOI":"10.1007\/s11218-022-09753-z","article-title":"Unpacking classroom goal structures based on students' own words","volume":"26","author":"Fejes","year":"2023","journal-title":"Soc. Psychol. Educ."},{"key":"B12","doi-asserted-by":"publisher","first-page":"109","DOI":"10.1007\/s10212-022-00601-4","article-title":"An integrated model of school students' academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions: T. Feraco et al","volume":"38","author":"Feraco","year":"2023","journal-title":"Eur. J. Psychol. Educ."},{"key":"B13","doi-asserted-by":"publisher","first-page":"39","DOI":"10.1177\/002224378101800104","article-title":"Evaluating structural equation models with unobservable variables and measurement error","volume":"18","author":"Fornell","year":"1981","journal-title":"J. Market. Res."},{"key":"B14","doi-asserted-by":"publisher","first-page":"9","DOI":"10.1016\/j.cedpsych.2006.12.002","article-title":"Antecedents of academic emotions: testing the internal\/external frame of reference model for academic enjoyment","volume":"33","author":"Goetz","year":"2008","journal-title":"Contemp. Educ. Psychol."},{"key":"B15","doi-asserted-by":"publisher","first-page":"231","DOI":"10.1111\/bjep.12644","article-title":"Changes in control and value appraisals predict changes in learning enjoyment: a four-wave analysis among lower secondary school students","volume":"94","author":"Hawrot","year":"2024","journal-title":"Br. J. Educ. Psychol."},{"key":"B16","doi-asserted-by":"publisher","first-page":"4","DOI":"10.1080\/03637751.2017.1352100","article-title":"Partial, conditional, and moderated moderated mediation: quantification, inference, and interpretation","volume":"85","author":"Hayes","year":"2018","journal-title":"Commun. Monogr."},{"key":"B17","volume-title":"Culture's Consequences: International Differences in Work-related Values","author":"Hofstede","year":"1984"},{"key":"B18","doi-asserted-by":"publisher","first-page":"103335","DOI":"10.1016\/j.system.2024.103335","article-title":"Achievement goals and emotions of Chinese EFL students: a control-value theory approach","volume":"123","author":"Li","year":"2024","journal-title":"System"},{"key":"B19","doi-asserted-by":"publisher","first-page":"317","DOI":"10.1111\/modl.12693","article-title":"A control\u2013value theory approach to boredom in English classes among university students in China","volume":"105","author":"Li","year":"2021","journal-title":"Mod. Lang. J."},{"key":"B20","doi-asserted-by":"publisher","first-page":"1669445","DOI":"10.3389\/fpsyg.2025.1669445","article-title":"Structural equation model analysis of promoting physical activity behavior among college students: based on control-value theory of achievement emotions","volume":"16","author":"Li","year":"2025","journal-title":"Front. Psychol."},{"key":"B21","doi-asserted-by":"publisher","first-page":"750751","DOI":"10.3389\/fpsyg.2021.750751","article-title":"Adolescents' filial piety attitudes in relation to their perceived parenting styles: an urban\u2013rural comparative longitudinal study in China","volume":"12","author":"Lin","year":"2022","journal-title":"Front. Psychol."},{"key":"B22","doi-asserted-by":"publisher","first-page":"151","DOI":"10.1207\/S15328007SEM0902_1","article-title":"To parcel or not to parcel: exploring the question, weighing the merits","volume":"9","author":"Little","year":"2002","journal-title":"Struct. Equ. Model."},{"key":"B23","doi-asserted-by":"publisher","first-page":"117","DOI":"10.1007\/s12187-020-09750-8","article-title":"The effect of parental educational expectations on adolescent subjective well-being and the moderating role of perceived academic pressure: Longitudinal evidence for China","volume":"14","author":"Lu","year":"2021","journal-title":"Child Indic. Res."},{"key":"B24","doi-asserted-by":"publisher","first-page":"505","DOI":"10.1002\/pits.1039","article-title":"Relations of middle school students' perceptions of family and school contexts with academic achievement","volume":"38","author":"Marchant","year":"2001","journal-title":"Psychol. Sch."},{"key":"B25","volume-title":"Manual for the Patterns of Academic Learning Scales","author":"Midgley","year":"2000"},{"key":"B26","doi-asserted-by":"publisher","first-page":"315","DOI":"10.1007\/s10648-006-9029-9","article-title":"The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice","volume":"18","author":"Pekrun","year":"2006","journal-title":"Educ. Psychol. Rev."},{"key":"B27","doi-asserted-by":"publisher","first-page":"36","DOI":"10.1016\/j.cedpsych.2010.10.002","article-title":"Measuring emotions in students' learning and performance: the achievement emotions questionnaire (AEQ)","volume":"36","author":"Pekrun","year":"2011","journal-title":"Contemp. Educ. Psychol."},{"key":"B28","doi-asserted-by":"publisher","first-page":"91","DOI":"10.1207\/S15326985EP3702_4","article-title":"Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research","volume":"37","author":"Pekrun","year":"2002","journal-title":"Educ. Psychol."},{"key":"B29","doi-asserted-by":"crossref","first-page":"13","DOI":"10.1016\/B978-012372545-5\/50003-4","article-title":"\u201cThe control-value theory of achievement emotions: An integrative approach to emotions in education,\u201d","volume-title":"Emotion in Education","author":"Pekrun","year":"2007"},{"key":"B30","doi-asserted-by":"publisher","first-page":"35","DOI":"10.1037\/edu0000959","article-title":"Parents' academic expectations and aspirations predict students' achievement emotions","volume":"118","author":"Sakaki","year":"2026","journal-title":"J. Educ. Psychol."},{"key":"B31","doi-asserted-by":"publisher","first-page":"1209","DOI":"10.1007\/s11218-021-09650-x","article-title":"The effect of academic performance, individualistic and collectivistic orientation on Chinese youth's adjustment","volume":"24","author":"Tan","year":"2021","journal-title":"Soc. Psychol. Educ."},{"key":"B32","doi-asserted-by":"publisher","first-page":"1","DOI":"10.19108\/KOERS.87.1.2430","article-title":"The role of ethnopedagogy in shaping positive attitudes towards traditional values of Kazakh people among future teachers in Kazakhstan","volume":"87","author":"Toleubekova","year":"2022","journal-title":"Koers. Bull. Christ. Scholar."},{"key":"B33","doi-asserted-by":"publisher","first-page":"5392","DOI":"10.1007\/s12144-021-01840-2","article-title":"A mediation analysis of emotions based on the control-value theory","volume":"42","author":"Tze","year":"2023","journal-title":"Curr. Psychol."},{"key":"B34","doi-asserted-by":"publisher","first-page":"2479","DOI":"10.1007\/s12144-020-00758-5","article-title":"A contextually adapted model of school engagement in Kazakhstan","volume":"41","author":"Winter","year":"2022","journal-title":"Curr. Psychol."},{"key":"B35","doi-asserted-by":"publisher","first-page":"2135","DOI":"10.1186\/s12889-024-19674-5","article-title":"Association of parent-child discrepancies in educational aspirations with physical fitness, quality of life and school adaptation among adolescents: a multiple mediation model","volume":"24","author":"Zeng","year":"2024","journal-title":"BMC Public Health"},{"key":"B36","doi-asserted-by":"publisher","first-page":"518","DOI":"10.1007\/s12310-024-09655-9","article-title":"Socially prescribed perfectionism and depression: roles of academic pressure and hope","volume":"16","author":"Zhou","year":"2024","journal-title":"School Ment. Health"},{"key":"B37","doi-asserted-by":"publisher","first-page":"648","DOI":"10.1080\/01443410.2017.1412399","article-title":"The longitudinal effects of teacher judgement and different teacher treatment on students' academic outcomes","volume":"38","author":"Zhu","year":"2018","journal-title":"Educ. Psychol."}],"container-title":["Frontiers in Psychology"],"original-title":[],"link":[{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1922663\/full","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T04:48:38Z","timestamp":1789620518000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1922663\/full"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,9,17]]},"references-count":37,"alternative-id":["10.3389\/fpsyg.2026.1922663"],"URL":"https:\/\/doi.org\/10.3389\/fpsyg.2026.1922663","relation":{},"ISSN":["1664-1078"],"issn-type":[{"value":"1664-1078","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,9,17]]},"article-number":"1922663"}}