Emotion Regulation in Achievement Situations: An Integrated Model

By Jason M. Harley, Reinhard Pekrun, Jamie Taxer, James J. Gross. Educational Psychology, 2019

259 citations recorded by the source corpus.

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.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/e7626ad34f533f03b39de0f1f02e543af17df884

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “…resulting achievement outcomes may depend on students’ efforts and abilities to up-/down-regulate emotions during achievement activities (see, e.g., Harley et al. 2019), and activities themselves may differ in the degree to which they leave room for emotion regulation in the first place (e.g.,…”