The Control-Value Theory of Achievement Emotions

Pekrun, Reinhard; Frenzel, Anne C.; Goetz, Thomas; Perry, Raymond P.

doi:10.1016/b978-012372545-5/50003-4

Cited by 817 publications

(610 citation statements)

References 21 publications

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“…The pattern of the effect of teachers' efficacy beliefs and job satisfaction on their experienced emotions at school supports the notion that perceptions of self, task and context contribute into an emotional experience in a given school situation (Boakaerts & Corno, 2005;Pekrun, Frenzel, Goetz, & Perry, 2007;Pekrun, Goetz, Daniels, Stupnisky, & Perry, 2010;Schutz & Lenehart, 2002;Stephanou, 2011Turner & Schallert, 2001;Weiner, 1992Weiner, , 2001). Also, the teachers might have appraised the status of self-factors in pursuing their goals that include being good in teaching and fitting the mission of their school, since emotions, such as anxiety, are experienced in relationship to goals (Carver & Scheier, 2000;Frijda, 2005Frijda, , 2009Linnenbrink & Pintrich, 2002;Pekrun, Maier, & Elliot, 2009).…”

Section: Effects Of Efficacy Beliefs and Job Satisfaction On Emotionsmentioning

confidence: 72%

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Στεφάνου¹,

Gkavras²,

Doulkeridou³

2013

PSYCH

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This study aimed at investigating a) teachers' job satisfaction, experienced emotions at school, self-efficacy and school collective-efficacy beliefs; b) the influential role of self-efficacy in the school collectiveefficacy beliefs, and in the impact of the school collective-efficacy beliefs on job satisfaction and emotions; and c) the effect of self-and collective-efficacy beliefs on the impact of job satisfaction on emotions. The sample comprised 268 elementary school teachers (113 male, 155 female), who completed the scales at the middle of a school year. The results showed that a) the teachers experienced form moderate negative emotions to moderate positive emotions at school, particularly in the context-task-and self-related emotions; b) teachers' self-efficacy had positive effect on school collective-efficacy beliefs and job satisfaction, and on the impact of collective efficacy on job satisfaction; c) self-efficacy, collective efficacy and job satisfaction, as a group, explained from a small to moderate amount of the variance of the emotions, while the impact of job satisfaction on the emotions was to a significant extent mediated by teachers' perceptions about their school collective efficacy; and d) self-efficacy had direct and indirect effect, through the interaction of collective efficacy and job satisfaction, on the emotions. The findings are discussed for their applications in educational practice and future research.

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Section: Effects Of Efficacy Beliefs and Job Satisfaction On Emotionsmentioning

confidence: 72%

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Στεφάνου¹,

Gkavras²,

Doulkeridou³

2013

PSYCH

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“…For instance, if masteryapproach learners hold negative perceptions toward agents this may lead to negative emotions (e.g., anger, disgust), which can tax cognitive resources and interfere with higher-order processes that require sustained effort. In contrast, if performance-approach learners hold positive perceptions toward agents this may lead to positive emotions (e.g., curiosity, gratitude) that free up cognitive resources and allow for higher-order cognitive processes that enhance achievement (Pekrun & Perry, 2014). These reactions to agents may also influence willingness to deploy learning strategies (e.g., note-taking) or monitor understanding (e.g., judgment of learning).…”

Section: Impact Of Agent Scaffolding and Achievement Goal Motivationmentioning

confidence: 82%

Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system

Duffy

Azevedo

2015

Computers in Human Behavior

169

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a b s t r a c tIn this study, we examined the influence of achievement goals and scaffolding on self-regulated learning (SRL) and achievement within MetaTutor, a multi-agent intelligent tutoring system. Eighty-three (N = 83) undergraduate students were randomly assigned to either a control or prompt and feedback condition and engaged in a 1-h learning session with MetaTutor to learn about the human circulatory system. Process and product data were collected from all participants prior to, during, and following the session. MANCOVA analyses revealed that students in the prompt and feedback condition deployed more SRL strategies and spent more time viewing relevant science material compared to students in the control condition. Results also revealed a significant interaction between achievement goals and condition on achievement outcomes, such that learners adopting a dominant performance-approach demonstrated higher achievement in the prompt and feedback condition. Findings are discussed in relation to the role of motivation in self-regulated learning within computer-based learning environments. Implications for the design of pedagogical agents are also discussed.

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“…Learners who make appraisals of positive or negative value and low control will experience negative emotional states such as frustration. Students who don't appraise an academic situation as possessing any value are likely to feel bored irrespective of their appraisals of control (Pekrun, 2006;Pekrun & Perry, 2014).…”

Section: Theoretical Frameworkmentioning

confidence: 98%

“…We use Pekrun's (2006;Pekrun & Perry, 2014) control-value theory of achievement emotions, which highlights the role of learners' appraisals of value and subjective control in eliciting emotions that are related to and influential regarding the success of students' academic achievement activities such as, taking tests, studying, and attending class. Pekrun (2006Pekrun ( , 2011 distinguishes these two types of appraisals as follows: learners' appraisals of subjective control include one's perception of the causal influence they exert over their actions and outcomes.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system

Harley

Bouchet

Hussain

et al. 2015

Computers in Human Behavior

162

130

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The Control-Value Theory of Achievement Emotions

Cited by 817 publications

References 21 publications

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system

A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system

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