The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice

By Reinhard Pekrun. 2006

4,975 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/38631ecb7d1c97c591e579e68985cacae9c6db0e

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Role of Metamotivational Monitoring in Motivation Regulation (2018, background): “The other four components (which collectively can be referred to as “outcome value”; Pekrun, 2006) correspond to the value of the potential outcomes of the activity, rather than the activity itself.”
The power of anticipated feedback: Effects on students' achievement goals and achievement emotions (2014, methodology): “While achievement goals are important sources of students’ achievement emotions, there may be additional factors shaping these emotions that should be taken into account, such as social comparison processes (Festinger, 1954), causal attributions (Butler, 1987), and appraisals of the controllability ”
Relationships of mathematics performance, control and value beliefs with cognitive and affective math anxiety (2017, methodology): “By contrast, low control beliefs along with high achievement values and low domain values should evoke anxiety (Pekrun, 2006).”
Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach (2016, background): “To the extent that both causal directions are operative, achievement goals and achievement emotions could be linked by reciprocal causation over time (Linnenbrink & Pintrich, 2002; also see Linnenbrink-Garcia & Barger, 2014; Pekrun, 2006).”
Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course (2012, background): “Academic emotions arise when a learner appraises an achievement-related situation (e.g., studying class materials, taking an exam, doing homework, getting an exam score, etc.) (see Fig. 1). The value of the situation (e.g., relevance to goals) is appraised and this appraisal process determines emoti”
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. (2017, background): “A Reciprocal Effects Model of Emotion and Achievement The control-value theory (Pekrun, 2006; Pekrun & Perry, 2014) integrates propositions from expectancy-value, attributional, and control approaches to achievement emotions (Folkman & Lazarus, 1985; Pekrun, 1992; Turner & Schallert, 2001; Weiner,…”
Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning (2016, methodology): “The validity of both hypotheses is supported by further theoretical considerations explaining how emotions influence cognitive processes and learning outcomes (e.g., Pekrun, 2006).”
Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. (2010, methodology): “Along with object focus, valence (positive vs. negative, pleasant vs. unpleasant) and activation (activating vs. deactivating) are two critical dimensions for describing achievement emotions (Pekrun, 2006; Watson & Tellegen, 1985).”
Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons? (2017, neutral): “First, mastery goals are positively related to beneficial experiential outcomes, (Harackiewicz, Barron, Carter, Lehto, & Elliot, 1997: Pekrun, 2006).”
Four Ways of Considering Emotion in Cognitive Load Theory (2019, neutral): “…by other theories that describe the importance of considering academic emotions, such as the Control-Value Theory of Academic Emotions (CVT, Pekrun 2006), which describes antecedents and mechanisms of emotion processing during the learning process, Dual Coding Theory (DCT, Paivio 1990),…”