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Control-Value Theory and Students with Special Needs Achievement Emotion Disorders and Their Links to Behavioral Disorders and Academic Difficulties
Pekrun, Reinhard Herrmann Loderer, Kristina
Pekrun, Reinhard Herrmann
Loderer, Kristina
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Author
Pekrun, Reinhard Herrmann
Loderer, Kristina
Loderer, Kristina
Abstract
Many students suffer from excessive negative emotions, a lack of positive emotions, or dysfunctional emotion regulation related to learning and achievement. This includes emotional problems below the threshold of clinical diagnosis as well as psychopathological disorders in students diagnosed for emotional needs. These emotional problems jeopardize students’ educational careers and health, can contribute to other (e.g., behavioral) disorders, and may also contribute to the unacceptable numbers of suicide attempts among students. In this chapter, we outline implications of Pekrun’s control-value theory of achievement emotions (CVT) for conceptualizing, understanding, and treating achievement-related emotional problems. We first define achievement emotion and outline the role of these emotions for emotional and behavioral disorders. We introduce the term achievement emotion disorder to denote problems with these emotions that are out of proportion relative to the events they relate to, persist over time, distress students, and impair their functioning, such as excessive test anxiety and excessive boredom. We also discuss the role of achievement emotions for generalized anxiety disorder, depressive disorders, and behavioral disorders. Next, we outline propositions of CVT for the appraisal antecedents of achievement emotions. We argue that biases in control and value appraisals are likely to be major causes of achievement emotion disorders and highlight the role of lack-of-control bias, lack-of-value bias, and excessive-negative-value bias. Subsequently, we discuss implications of CVT for the role of gender and environmental risk factors. We then address the impact of achievement emotions and related disorders on students’ learning, academic performance, and nonacademic behaviors. We go on to discuss ways to prevent or reduce achievement emotion disorders and increase mental health through emotion regulation, psychotherapy, classroom intervention, and educational practices. In conclusion, we outline directions for future research.
Keywords
emotions, education, control-value theory, achievement, boredom, anxiety, emotion regulation, classroom intervention
Date
2020
Type
Book chapter
Journal
Book
Handbook of Educational Psychology and Students with Special Needs
Volume
Issue
Page Range
426
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
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Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
© 2020 Taylor & Francis
All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.
All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.