Loading...
Emotion regulation in achievement situations: An integrated model
Harley, Jason M. Pekrun, Reinhard Taxer, Jamie L. Gross, James J.
Harley, Jason M.
Pekrun, Reinhard
Taxer, Jamie L.
Gross, James J.
Abstract
Achievement emotions are critical because of their impact on success and failure in important domains such as learning. These emotions may be modified via emotion regulation (ER). The dominant process model of ER (PMER) proposed by J. Gross, however, provides a domain-general account of ER strategies and has not had substantial contact with theories of achievement emotions such as R. Pekrun’s control-value theory (CVT) and the academic achievement literature. Moreover, ER has not been a focal point of major theories related to achievement emotions, such as CVT. We propose an integrated model of ER in achievement situations (ERAS) that integrates propositions about the generation of emotions from CVT with propositions about how emotions are regulated and types of ER strategies from PMER. The ERAS model also offers new propositions regarding how different achievement situations, object foci, and time frames, as well as discrete emotions with different appraisal patterns, impact ER strategies.
Keywords
Date
2019
Type
Journal article
Journal
Educational Psychologist
Book
Volume
54
Issue
2
Page Range
106-126
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled