Control-Value Theory of Achievement Emotions and Its Relevance to School Psychology

Abstract

The control-value theory (CVT) of achievement emotions is a well-established theoretical framework which delineates the predictive relationships among distal and proximal antecedents, academic emotions, and student engagement and achievement. Although most research anchored in CVT is conducted by educational psychologists, the theory is arguably applicable to the field of school psychology. In this article, we first provide a brief overview of the theory, with a specific focus on the proximal antecedents (i.e., cognitive appraisals), as well as academic emotions and performance. Given that school psychologists are often consulted with strategies regarding students’ emotional challenges exhibited in the classroom, we then discuss empirical evidence of control- and value-based interventions (e.g., attributional retraining, utility-value), both of which can be posited to address the cognitive appraisals of achievement emotions. Lastly, we discuss the implications of CVT and control- and value-based interventions to school psychologists’ work.

Maths anxiety and subjective perception of control, value and success expectancy in mathematics

“…In some cases, e.g. with high performing students whose maths self-concept still stays relatively low (often in girls), learning about emotion regulation strategies should be beneficial [ 63 ]. Notably, different kinds of MA intervention strategies probably suit different groups best [ 7 ].…”

“…Our results suggest that interventions aiming to improve students' maths skills may be beneficial to reducing MA provided that these interventions are designed to improve students' self-efficacy, selfconcept and control perceptions [61][62][63][64]. Such improvements will probably come if students' understanding of concepts and why they do what they do in maths improves and they are able to understand the usefulness of maths for everyday problems [7,62].…”

Adjustment and acceptance beliefs in achievement settings: Implications for student wellbeing

“…As students continue to be challenged by the pressures and uncertainty that arise in university, our study findings offer some practical clues to how students can be encouraged to adapt to their university experiences. For example, instructors could use the knowledge to assist students in managing negative emotions, such as anxiety, helplessness, and shame, that are commonly reported (Parker et al, 2021 ; Pekrun et al, 2011; Tze et al, 2022 ). Instructors could support students by having them reflect on some of the benefits of cognitive adjustment in the face of achievement setbacks, by incorporating it in a lecture or during one-on-one meetings with students.…”

Examining the relationship between peer support and foreign language emotions in online learning: the mediating effect of self-efficacy

“…Collaborative peer interactions and scaffolding assistance foster feelings of competence. Peers also influence subjective task values, increasing perceptions that language learning is engaging, meaningful, and valuable (Tze et al, 2022).…”