Control-Value Theory of Achievement Emotions

By Reinhard Pekrun, R. Perry. 2014

703 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8a5f3d1067a58f14b72034d30ea63a22aace92a8

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In Experimental and Cognitive Psychology

Citations in the corpus

“How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement (2016, methodology): “Among those mechanisms are the cognitive resources available, the kind of learning and self-regulation strategies adopted, student effort, and motivation (Pekrun 2006; Pekrun et al. 2007), which are directly related to achievement and performance (for a meta-analytic review see Richardson et al.”
Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017, background): “…example, treatments targeting emotional regulation comprise relaxation techniques, medical drugs, acquisition of competencies and learning skills, reappraisal, as well as selection, design, or modification of learning environments and tasks in affectively appropriate ways (Pekrun and Perry 2014).”
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, background): “…designated appraisal-focused interventions into classrooms, the present research suggests that teachers should be explicitly informed about the importance of students’ perceptions of control and value for their emotional experiences and academic learning (Pekrun, 2014; Shao et al., 2019).”
Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education (2020, positive): “The authors adopted control-value theory (Pekrun & Perry, 2014) to probe students ’ a ﬀ ective experiences while learning with the app.”
Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement (2020, background): “Teacher emotions research have often been framed in terms of the control-value theory of achievement emotions (Pekrun 2006).”
The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning (2018, background): “…antecedents to epistemic emotions: (a) control, or appraisals that pertain to the controllability of epistemic-related actions (action control; see Pekrun, 2006), and outcomes (outcome control), such as perceptions about one’s capacity to understand; (b) value, or appraisals that pertain to the…”
The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university (2016, background): “According to the control-value theory of academic emotions (Pekrun and Perry 2014), the emotions students experience have an impact on their choice of study strategies and thus also on study success.”
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, background): “Specifically, emotions like hope are positive, activating and evoked by future outcomes, while those like anxiety are negative, activating and evoked by either past or future outcomes (Pekrun & Perry, 2014). b Achievement emotions and their antecedents and outcomes.”
Four Ways of Considering Emotion in Cognitive Load Theory (2019, neutral): “A more detailed discussion of CVT, as well as of recent research related to it, is beyond the scope of this paper but can be found in the excellent review by Pekrun and Perry (2014).”
Adaptive Motivation and Emotion in Education (2016, background): “In line with theoretical expectations, empirical evidence indicates that perceived control facilitates positive emotions and reduces negative emotions, and that value increases both positive and negative emotions (except for boredom, which is reduced when value is high; Pekrun & Perry, 2014).”
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,…”
Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect (2016, methodology): “Third, we did not include a measure of cognitive processes that may mediate relations between emotions and achievement (Pekrun, 2006; Pekrun & Perry, 2014).”