Este estudio analiza las relaciones entre motivación (valor subjetivo y control percibido), emociones académicas en clase (disfrute, esperanza, ansiedad y vergüenza) y rendimiento académico (nota media). Formaron la muestra 472 universitarios, con edades entre 17 y 38 años, que fueron evaluados en tres momentos distintos. Se realizó un análisis de ecuaciones estructurales con todas las variables. Los resultados muestran que el valor subjetivo predijo positivamente todas las emociones, mientras que el control percibido fue un predictor positivo de las emociones agradables y negativo de las desagradables. Las emociones predijeron el rendimiento, positivamente las agradables y negativamente las desagradables. Además, los efectos directos del valor subjetivo y el control percibido sobre el rendimiento fueron positivos; en cuanto a los efectos indirectos, fueron positivos y significativos para el control percibido. Se concluye discutiendo estos resultados y sus implicaciones educativas.
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