Achievement emotions : A control-value theory perspective

Achievement emotions are ubiquitous in educational settings. Students frequently experience emotions such as enjoyment, hope for success, pride about accomplishments, anger, frustration, anxiety, shame, or boredom at school. These emotions can be very intense, and today we know that they can exert profound effects on learning, performance, and well-being (Pekrun et al. 2002; Quinlan 2016). Nevertheless, they have received little attention
from researchers until recently.

In this chapter, I consider such emotions, with a specific focus on emotions in education. To begin, I define emotion and achievement emotions. I then review research on the origins and functions of achievement emotions, using Pekrun’s (2006; Pekrun & Perry 2014) control-value theory (CVT) of achievement
emotions as a conceptual framework. In conclusion, I address regulation and modification of achievement emotions and their relative universality across genders, achievement settings, and social-cultural and historical contexts.

© 2019 selection and editorial matter, Roger Patulny,Alberto
Bellocchi, Rebecca E. Olson, Sukhmani Khorana, Jordan McKenzie and Michelle Peterie; individual chapters, the contributors

With the exception of Chapter 2, no part of this book may be
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