2019/04/03 by Jason M. Harley, Reinhard Pekrun, Jamie L. Taxer +1 · 303 citations
Psychology · Social Sciences · #Academic achievement #Artificial intelligence #Cognitive psychology #Computer science #Control (management) #Developmental psychology #Domain (mathematical analysis) #Early Childhood Education and Development #Education, Achievement, and Giftedness #Object (grammar) #Point (geometry) #Process (computing) #Psychology #School Choice and Performance #Social psychology #Value (mathematics)
paper · doi:10.1080/00461520.2019.1587297
published in Educational Psychologist 54(2), 106-126 (Routledge)
openalex publication_date 2019/04/03 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/06
Achievement emotions are critical because of their impact on success and failure in important domains such as learning. These emotions may be modified via emotion regulation (ER). The dominant process model of ER (PMER) proposed by J. Gross, however, provides a domain-general account of ER strategies and has not had substantial contact with theories of achievement emotions such as R. Pekrun’s control-value theory (CVT) and the academic achievement literature. Moreover, ER has not been a focal point of major theories related to achievement emotions, such as CVT. We propose an integrated model of ER in achievement situations (ERAS) that integrates propositions about the generation of emotions from CVT with propositions about how emotions are regulated and types of ER strategies from PMER. The ERAS model also offers new propositions regarding how different achievement situations, object foci, and time frames, as well as discrete emotions with different appraisal patterns, impact ER strategies.