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This study examined the reciprocal relation between lesson‐specific perceived cognitive appraisals and academic emotions on an intra‐individual level. A daily diary study was conducted using a sample of 266 Chinese Han students (Grades 7–8; 56.8% boys; Mage = 13.70, SDage = 0.52) during 10 mathematics lessons in 2022. Standardized questionnaires were also administered to these students before the...