Motivational and emotional processes are presumed to play a key role in shaping who engages in retrieval practice. Furthermore, students' success or struggle with retrieval practice may shape their subsequent motivations and emotions, yielding “feedback loops” in which these processes are mutually linked. Building upon situated expectancy-value theory and control-value theory, the present study examined a) concurrent intraindividual associations between control and value beliefs, anxiety, and engagement and achievement during retrieval practice, b) their reciprocal intraindividual associations over time, and c) whether students' aggregated motivational and emotional experiences predicted their end-of-term achievement and anxiety. In addition to an begin- and end-of-term questionnaire, students (N=636) participated and reported their motivational experiences weekly during retrieval practice sessions across a semester. Dynamic structural equation models revealed that control, intrinsic value, and utility value were negatively related to anxiety, while cost was positively related to students' anxiety during retrieval practice. Anxiety was negatively associated with engagement and achievement. Additionally, reciprocal within-person associations indicative of feedback loops emerged, with engagement and partly achievement relating positively to subsequent control and value. Students' aggregated achievement during retrieval practice positively predicted their end-of-semester achievement, whereas trait- and aggregated state motivational and emotional experiences showed no incremental predictive effects. However, higher aggregated state anxiety was associated with higher end-of-semester test anxiety. Overall, these findings suggest that retrieval practice exercises can contribute to self-reinforcing motivational-emotional cycles across the semester, pointing to a pathway through which momentary experiences during retrieval practice may accumulate into end-of-term differences in test anxiety and academic achievement.