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

doi:10.1007/S10648-006-9029-9

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

Journal Article•DOI•

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

Reinhard Pekrun¹•Institutions (1)

Ludwig Maximilian University of Munich¹

05 Nov 2006-Educational Psychology Review (Kluwer Academic Publishers-Plenum Publishers)-Vol. 18, Iss: 4, pp 315-341

TL;DR: The control-value theory of achievement emotions as discussed by the authors is based on the premise that appraisals of control and values are central to the arousal of achievement emotion, including activity-related emotions such as enjoyment, frustration, and boredom experienced at learning, as well as outcome emotions relating to success or failure.

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Abstract: 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.

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Journal Article•DOI•

Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)

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Reinhard Pekrun¹, Thomas Goetz², Anne C. Frenzel³, Petra Barchfeld¹, Raymond P. Perry⁴ - Show less +1 more•Institutions (4)

Ludwig Maximilian University of Munich¹, University of Konstanz², University of Augsburg³, University of Manitoba⁴

01 Jan 2011-Contemporary Educational Psychology

TL;DR: In this paper, the authors report on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emotions experienced by students in academic settings.

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1,150 citations

Cites background or methods from "The Control-Value Theory of Achieve..."

...Several mediating mechanisms are p'osited to be responsible for these ef fects, including students' motivation, strategy use, and regulation of learning (Pekrun, 1992b, 2006)....
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...…negative effects on overall academic performance likely outweigh any beneficial consequences for most students (Boeka erts, 1993; Hembree, 1988; Pekrun, 2006 Construction of the AEQ was based on the theoretical consider ations outlined earlier and on a series of preliminary empirical studi es....
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...Action control expectancies are expectancies that an action can be initiated and performed by the individual (Pekrun, 2006), with "self efficacy expectation" (Ban dura, 1977) being the modal term used most often today to denote these expectancies....
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...Similarly, achieve ment emotions can impact students' success at learning, but suc cess and failure can reciprocally shape students' emotions (Pekrun, 2006)....
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...Finally, retrospective outcome emotions such as pride and shame are induced when success and failure, respec tively, are perceived to be caused by internal factors implying con trol, or lack of control, about these outcomes (for further details, see Pekrun, 2006)....
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Journal Article•DOI•

Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions

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Ellen L. Usher¹, Frank Pajares²•Institutions (2)

University of Kentucky¹, Emory University²

01 Dec 2008-Review of Educational Research

TL;DR: In this paper, a review of the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed, and problems and oversights in current research and in conceptualizations of the sources.

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Abstract: The purpose of this review was threefold. First, the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed. Second, findings from investigations of these sources in academic contexts are reviewed and critiqued, and problems and oversights in current research and in conceptualizations of the sources are identified. Although mastery experience is typically the most influential source of self-efficacy, the strength and influence of the sources differ as a function of contextual factors such as gender, ethnicity, academic ability, and academic domain. Finally, suggestions are offered to help guide researchers investigating the psychological mechanisms at work in the formation of self-efficacy beliefs in academic contexts.

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1,087 citations

Cites background from "The Control-Value Theory of Achieve..."

...Researchers should also be attentive to how students interpret other somatic factors related to academic work, such as emotional and physical responses to task demands (see, e.g., Pekrun, 2006)....
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Book•DOI•

Handbook of Self-Regulation of Learning and Performance

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Barry J. Zimmerman, Dale H. Schunk

15 May 2011

TL;DR: Self-Regulation of learning and performance has been studied extensively in the literature as mentioned in this paper, with a focus on the role of self-regulation in the development of learners' skills and abilities.

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Abstract: Contents Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance Dale H. Schunk and Jeffrey A. Greene Section I. Basic Domains of Self-Regulation of Learning and Performance Social Cognitive Theoretical Perspective of Self-Regulation Ellen L. Usher and Dale H. Schunk Cognition and Metacognition Within Self-Regulated Learning Philip H. Winne Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of Learning and Performance Rick H. Hoyle and Amy L. Dent Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role? Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments Allyson Hadwin, Sanna Jarvela, and Mariel Miller Section II. Self-Regulation of Learning and Performance in Context Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte Self-Regulated Learning in Reading Keith W. Thiede and Anique B. H. de Bruin Self-Regulation and Writing Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo The Self-Regulation of Learning and Conceptual Change in Science: Research, Theory, and Educational Applications Gale M. Sinatra and Gita Taasoobshirazi Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies Eric G. Poitras and Susanne P. Lajoie Self-Regulated Learning in Music Practice and Performance Gary E. McPherson, Peter Miksza, and Paul Evans Self-Regulation in Athletes: A Social Cognitive Perspective Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol Self-Regulation: An Integral Part of Standards-Based Education Marie C. White and Maria K. DiBenedetto Teachers as Agents in Promoting Students' SRL and Performance: Applications for Teachers' Dual-Role Training Program Bracha Kramarski Section III. Technology and Self-Regulation of Learning and Performance Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation Daniel C. Moos Understanding and Reasoning About Real-Time Cognitive, Affective, and Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick The Role of Self-Regulated Learning in Digital Games John L. Nietfeld Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments Peter Reimann and Maria Bannert Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning Christopher A. Wolters and Sungjun Won Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu Assessing Self-Regulated Learning Using Microanalytic Methods Timothy J. Cleary and Gregory L. Callan Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies Deborah L. Butler and Sylvie C. Cartier Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis Matthew L. Bernacki Data Mining Methods for Assessing Self-Regulated Learning Gautam Biswas, Ryan S. Baker, and Luc Paquette Section V. Individual and Group Differences in Self-Regulation of Learning and Performance 26. Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of Learning Peggy P. Chen and Hefer Bembenutty 27. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions Stuart A. Karabenick and Eleftheria N. Gonida 28. The Three Faces of Epistemic Thinking in Self-Regulated Learning Krista R. Muis and Cara Singh 29. Advances in Understanding Young Children's Self-Regulation of Learning Nancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Maatta 30. Self-Regulation: Implications for Individuals With Special Needs Linda H. Mason and Robert Reid 31. Culture and Self-Regulation in Educational Contexts Dennis M. McInerney and Ronnel B. King

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981 citations

Journal Article•DOI•

Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance.

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Reinhard Pekrun¹, Andrew J. Elliot², Markus A. Maier³•Institutions (3)

Ludwig Maximilian University of Munich¹, University of Rochester², Stony Brook University³

01 Feb 2009-Journal of Educational Psychology

TL;DR: In this paper, a theoretical model linking achievement goals and achievement emotions to academic performance was proposed, which was tested in a prospective study with undergraduates, using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course.

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Abstract: The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were consistent with the authors' hypotheses and supported all aspects of the proposed model. In multiple regression analysis, achievement goals (mastery, performance approach, and performance avoidance) were shown to predict discrete achievement emotions (enjoyment, boredom, anger, hope, pride, anxiety, hopelessness, and shame), achievement emotions were shown to predict performance attainment, and 7 of the 8 focal emotions were documented as mediators of the relations between achievement goals and performance attainment. All of these findings were shown to be robust when controlling for gender, social desirability, positive and negative trait affectivity, and scholastic ability. The results are discussed with regard to the underdeveloped literature on discrete achievement emotions and the need to integrate conceptual and applied work on achievement goals and achievement emotions.

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968 citations

Cites background or methods or result from "The Control-Value Theory of Achieve..."

...Two kinds of appraisals are assumed to be critical for achievement emotions: (a) the perceived controllability of achievement activities and their outcomes and (b) the subjective value of these activities and outcomes (Pekrun, 2006; Pekrun, Frenzel, Goetz, & Perry, 2007)....
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...…benefit students’ performance on an important exam (with the possible exception of enjoyment) and that negative emotions are uniformly detrimental to performance, in line with assumptions of the control–value theory of achievement emotions (Pekrun, 2006), and in contrast to the views cited earlier....
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...As compared with intense emotions, moods are of lower intensity and lack a specific referent (Pekrun, 2006; Rosenberg, 1998)....
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...The present findings indeed suggest that positive emotions benefit students’ performance on an important exam (with the possible exception of enjoyment) and that negative emotions are uniformly detrimental to performance, in line with assumptions of the control–value theory of achievement emotions (Pekrun, 2006), and in contrast to the views cited earlier....
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...Achievement emotions are defined as emotions relating to competence-relevant activities or outcomes, thus being different from mood by having a specific referent (Pekrun, 2006)....
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Book Chapter•DOI•

The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education

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Reinhard Pekrun¹, Anne C. Frenzel¹, Thomas Goetz¹, Raymond P. Perry²•Institutions (2)

Ludwig Maximilian University of Munich¹, University of Manitoba²

01 Jan 2007

TL;DR: The control-value theory of achievement emotions as mentioned in this paper is a theoretical framework making it possible to integrate constructs and assumptions from a variety of theoretical approaches to emotions in education and to achievement emotions more generally.

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Abstract: Publisher Summary This chapter presents an overview of the assumptions and corollaries of the control-value theory of achievement emotions, as well as some of its implications for educational practice. The control-value theory provides a theoretical framework making it possible to integrate constructs and assumptions from a variety of theoretical approaches to emotions in education and to achievement emotions more generally. Empirically, many facets of the theory have consistently been corroborated in qualitative and quantitative investigations. However, the assumptions provided by the theory on how to design emotionally sound learning environments for students, and occupational environments for teachers, have yet to be tested in empirical intervention studies. There is evidence that educational interventions can reduce students' test anxiety. The control-value theory implies that shaping educational environments in adequate ways can help to change achievement emotions other than anxiety as well. Future research should systematically explore measures to help both students and teachers to develop adaptive achievement emotions, prevent maladaptive emotions, and use their emotions in productive and healthy ways.

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959 citations

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References

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Journal Article•DOI•

Self-efficacy: toward a unifying theory of behavioral change.

[...]

Albert Bandura¹•Institutions (1)

Stanford University¹

01 Mar 1977-Psychological Review

TL;DR: An integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment is presented and findings are reported from microanalyses of enactive, vicarious, and emotive mode of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes.

...read moreread less

Abstract: The present article presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from four principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. The more dependable the experiential sources, the greater are the changes in perceived selfefficacy. A number of factors are identified as influencing the cognitive processing of efficacy information arising from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. Possible directions for further research are discussed.

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38,007 citations

"The Control-Value Theory of Achieve..." refers background in this paper

...The term “self-efficacy expectation” proposed by Bandura (1977) became most popular, but has the disadvantage of being easily misunderstood as implying the overall agency of an individual, including his or her efficacy to produce outcomes, instead of simply denoting appraisals of being able to produce an action....
[...]
...The term “self-efficacy expectation” proposed by Bandura (1977) became most popular, but has the disadvantage of being easily misunderstood as implying the overall agency of an individual, including his or her efficacy to produce outcomes, instead of simply denoting appraisals of being able to…...
[...]

Journal Article•DOI•

Self-efficacy: Toward a unifying theory of behavioral change☆☆☆

[...]

Albert Bandura¹•Institutions (1)

Stanford University¹

01 Jan 1978-Advances in Behaviour Research and Therapy

TL;DR: In this article, the authors present an integrative theoretical framework to explain and predict psychological changes achieved by different modes of treatment, including enactive, vicarious, exhortative, and emotive sources.

...read moreread less

16,833 citations

Journal Article•DOI•

The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions.

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Barbara L. Fredrickson¹•Institutions (1)

University of Michigan¹

01 Mar 2001-American Psychologist

TL;DR: The theory and findings suggest that the capacity to experience positive emotions may be a fundamental human strength central to the study of human flourishing.

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Abstract: In this article, the author describes a new theoretical perspective on positive emotions and situates this new perspective within the emerging field of positive psychology. The broaden-and-build theory posits that experiences of positive emotions broaden people's momentary thought-action repertoires, which in turn serves to build their enduring personal resources, ranging from physical and intellectual resources to social and psychological resources. Preliminary empirical evidence supporting the broaden-and-build theory is reviewed, and open empirical questions that remain to be tested are identified. The theory and findings suggest that the capacity to experience positive emotions may be a fundamental human strength central to the study of human flourishing.

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9,580 citations

"The Control-Value Theory of Achieve..." refers background in this paper

...In its present version, the theory integrates assumptions from expectancy-value approaches to emotions (Pekrun, 1992a; Turner & Schallert, 2001), attributional theories of achievement emotions (Weiner, 1985), theories of perceived control (Patrick, Skinner, & Connell, 1993; Perry, 1991), and models involving the effects of emotions on learning and performance (Fredrickson, 2001; Pekrun et al., 2002a; Zeidner, 1998)....
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...…& Schallert, 2001), attributional theories of achievement emotions (Weiner, 1985), theories of perceived control (Patrick, Skinner, & Connell, 1993; Perry, 1991), and models involving the effects of emotions on learning and performance (Fredrickson, 2001; Pekrun et al., 2002a; Zeidner, 1998)....
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Journal Article•DOI•

An attributional theory of achievement motivation and emotion.

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Bernard Weiner

01 Jan 1985-Psychological Review

TL;DR: In this chapter a theory of motivation and emotion developed from an attributional perspective is presented, suggesting that causal attributions have been prevalent throughout history and in disparate cultures and some attributions dominate causal thinking.

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Abstract: In this chapter a theory of motivation and emotion developed from an attributional perspective is presented Before undertaking this central task, it might be beneficial to review the progression of the book In Chapter 1 it was suggested that causal attributions have been prevalent throughout history and in disparate cultures Studies reviewed in Chapter 2 revealed a large number of causal ascriptions within motivational domains, and different ascriptions in disparate domains Yet some attributions, particularly ability and effort in the achievement area, dominate causal thinking To compare and contrast causes such as ability and effort, their common denominators or shared properties were identified Three causal dimensions, examined in Chapter 3, are locus, stability, and controllability, with intentionality and globality as other possible causal properties As documented in Chapter 4, the perceived stability of a cause influences the subjective probability of success following a previous success or failure; causes perceived as enduring increase the certainty that the prior outcome will be repeated in the future And all the causal dimensions, as well as the outcome of an activity and specific causes, influence the emotions experienced after attainment or nonattainment of a goal The affects linked to causal dimensions include pride (with locus), hopelessness and resignation (with stability), and anger, gratitude, guilt, pity, and shame (with controllability)

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6,982 citations

"The Control-Value Theory of Achieve..." refers background in this paper

...In its present version, the theory integrates assumptions from expectancy-value approaches to emotions (Pekrun, 1992a; Turner & Schallert, 2001), attributional theories of achievement emotions (Weiner, 1985), theories of perceived control (Patrick, Skinner, & Connell, 1993; Perry, 1991), and models involving the effects of emotions on learning and performance (Fredrickson, 2001; Pekrun et al....
[...]
...…assumptions from expectancy-value approaches to emotions (Pekrun, 1992a; Turner & Schallert, 2001), attributional theories of achievement emotions (Weiner, 1985), theories of perceived control (Patrick, Skinner, & Connell, 1993; Perry, 1991), and models involving the effects of emotions on…...
[...]
...…that both pride and shame can be instigated not only by failure that is perceived as being due to uncontrollable internal causes (like lack of ability), but also by failure that is due to controllable causes (like lack of effort; for a somewhat different view concerning shame, see Weiner, 1985)....
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...In attributional theories of achievement emotions, various dimensions of perceived causes such as locus, stability, and controllability are considered to be important for achievement emotions (Weiner, 1985)....
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...As argued by Weiner (1985), success is assumed to induce joy, and failure sadness and frustration....
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Journal Article•DOI•

Classrooms: Goals, structures, and student motivation.

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Carole Ames

01 Sep 1992-Journal of Educational Psychology

TL;DR: In this paper, the authors examine the classroom learning environment in relation to achievement goal theory of motivation and argue for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other.

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Abstract: This article examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make different types of achievement goals salient and as a consequence elicit qualitatively different patterns of motivation. Task, evaluation and recognition, and authority dimensions of classrooms are presented as examples of structures that can influence children's orientation toward different achievement goals. Central to the thesis of this article is a perspective that argues for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other

...read moreread less

6,050 citations

"The Control-Value Theory of Achieve..." refers background in this paper

...From the perspective of achievement goal theory, individualistic structures relate to mastery goals, and competitive structures to performance goals (Ames, 1992; Elliot, 1999)....
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