The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice
The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice
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DOI：
10.1007/s10648-006-9029-9
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发表时间：
2006-12-01
影响因子：
10.1
通讯作者：
Pekrun, Reinhard
中科院分区：
文献类型：
--
作者：
Pekrun, Reinhard
本文描述了成就情绪的控制价值理论及其对教育研究和实践的影响。该理论提供了一个综合的框架，分析的前因和影响的情绪经历的成就和学术环境。它基于这样的前提，即对控制和价值观的评价是唤醒成就情绪的核心，包括与活动相关的情绪，如享受，挫折和学习中经历的无聊，以及与成功或失败相关的结果情绪，如喜悦，希望，自豪，焦虑，绝望，羞耻和愤怒。该理论的推论涉及成就情绪的多样性和领域特异性;其更远的个人和社会的前因，其对参与和成就的影响，以及情绪，前因和效果之间的相互联系;这些情绪的调节和发展;以及它们在性别和文化中的相对普遍性。所涉及的情感，动机和认知的概念整合，并需要推进混合方法的范例。最后，对教育实践的影响进行了讨论。
This article describes the control-value theory of achievement emotions and its implications for educational research and practice. The theory provides an integrative framework for analyzing the antecedents and effects of emotions experienced in achievement and academic settings. It is based on the premise that appraisals of control and values are central to the arousal of achievement emotions, including activity-related emotions such as enjoyment, frustration, and boredom experienced at learning, as well as outcome emotions such as joy, hope, pride, anxiety, hopelessness, shame, and anger relating to success or failure. Corollaries of the theory pertain to the multiplicity and domain specificity of achievement emotions; to their more distal individual and social antecedents, their effects on engagement and achievement, and the reciprocal linkages between emotions, antecedents and effects; to the regulation and development of these emotions; and to their relative universality across genders and cultures. Implications addressed concern the conceptual integration of emotion, motivation, and cognition, and the need to advance mixed-method paradigms. In closing, implications for educational practice are discussed.