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

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