The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education
نویسندگان
چکیده
For students and teachers alike, educational settings are of critical import� ance. Over the years, many hours are spent in the classroom, social relation� ships are created there, and the attain ment of important life goals depends on individual and collective agency in educational institutions. Because of their subjective importance, educational settings are infused with intense emo� tional experiences that direct interactions, affect learning and performance, and influence personal growth in both students and teachers (Pekrun, Goetz, Titz, & Perry, 2002a, 2002b). The significance of emotions experienced in educational settings has been recognized by researchers in different fields, including personality research that has analyzed students' test anxiety since the 1930s (Zeidner, 1998), research on achievement motivation (Heckhausen, 1991), and more recent educational studies focusing on a variety of emotions in education (as evi� denced in the chapters of this volume). Emanating from these different
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