Control-value theory: Using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64
Control-value theory: Using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64
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DOI：
10.3109/0142159x.2012.651515
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发表时间：
2012-01-01
期刊：
影响因子：
4.7
通讯作者：
Durning, Steven J.
中科院分区：
文献类型：
--
作者：
Artino, Anthony R., Jr.;Holmboe, Eric S.;Durning, Steven J.
在这个AMEE指南中，我们考虑了人类情感的新兴理论和实证工作，以及这项工作如何为医学教育的理论，研究和实践提供信息。在本指南中，我们对情绪进行了一般性的定义，并对成就情绪进行了更具体的定义。我们描述了成就情绪的当代领先理论之一，控制价值理论（Pekrun 2006），并区分了不同类型的成就情绪、其近因及其对动机、学习和表现的后果。接下来，我们回顾了非医学领域对控制值理论的实证支持，并提出了几个重要的教育实践的启示。在本节中，我们强调了设计学习环境的重要性，以促进学生的高度控制和价值。最后，我们结束了对医学教育中成就情绪进行更多研究的必要性的讨论，我们提出了几个关键的研究问题，我们相信这将有助于我们理解成就情绪及其对重要教育成果的影响。
In this AMEE Guide, we consider the emergent theoretical and empirical work on human emotion and how this work can inform the theory, research, and practice of medical education. In the Guide, we define emotion, in general, and achievement emotions, more specifically. We describe one of the leading contemporary theories of achievement emotions, control-value theory (Pekrun 2006), and we distinguish between different types of achievement emotions, their proximal antecedents, and their consequences for motivation, learning, and performance. Next, we review the empirical support for control-value theory from non-medical fields and suggest several important implications for educational practice. In this section, we highlight the importance of designing learning environments that foster a high degree of control and value for students. Finally, we end with a discussion of the need for more research on achievement emotions in medical education, and we propose several key research questions we believe will facilitate our understanding of achievement emotions and their impact on important educational outcomes.