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- Vol 4 RE: Chapter 6
achievement emotionscontrol-value theoryemotion regulationacademic anxietystudent engagementtask valueteacher emotionsReport Evidence summaryAt a glance
Pekrun synthesises research on achievement emotions and explains how enjoyment, hope, pride, anxiety, shame, anger, hopelessness, and boredom shape learning. Emotions direct attention, alter motivation and effort, influence strategy choice and self-regulation, and contribute to well-being and identity.
Key ideas
Their effects depend not only on positive or negative valence but also on activation and the task context: activating emotions can energise action, while deactivating emotions can reduce engagement. The booklet’s control-value perspective proposes that students’ emotions arise largely from perceived control over learning and the value attached to activities and outcomes. It offers ten practice principles concerning competence, task value, classroom demands, goal structures, assessment, feedback, emotional regulation, teacher emotions, peers, and family influences. Teachers cannot simply demand enjoyment or remove every uncomfortable feeling.
Why it matters
They can, however, strengthen clear expectations, attainable challenge, autonomy, supportive feedback, meaningful tasks, and constructive responses to error. The guidance is a research synthesis whose recommendations require adaptation to learners, subjects, cultures, and local conditions.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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