The Control-Value Theory of Achievement Emotions

This chapter presents an overview of the assumptions and corollaries of the control-value theory of achievement emotions, as well as some of its implications for educational practice. The control-value theory provides a theoretical framework making it possible to integrate constructs and assumptions from a variety of theoretical approaches to emotions in education and to achievement emotions more generally. Empirically, many facets of the theory have consistently been corroborated in qualitative and quantitative investigations. However, the assumptions provided by the theory on how to design emotionally sound learning environments for students, and occupational environments for teachers, have yet to be tested in empirical intervention studies. There is evidence that educational interventions can reduce students' test anxiety. The control-value theory implies that shaping educational environments in adequate ways can help to change achievement emotions other than anxiety as well. Future research should systematically explore measures to help both students and teachers to develop adaptive achievement emotions, prevent maladaptive emotions, and use their emotions in productive and healthy ways.