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État de publication: Publiée (2017 )
Nom de la revue: Canadian Psychology
Volume: 58
Numéro: 3
Intervalle de pages: 276-287
URL: https://www.apa.org/pubs/journals/features/cap-cap0000119.pdf
Résumé: This article offers a critical review of several influential emotion theories and emotion regulation models in terms of their utility for explaining how, when, and why students regulate their achievement emotions. Based on this review, we propose a novel framework for the regulation of achievement emotions. This framework is based on the premise that student learning and achievement is influenced by both achievement emotions and efforts to regulate these emotions. The framework further proposes that emotion regulation decisions, namely, the identification, selection, and implementation of regulatory strategies, are shaped by 5 antecedent factors: emotion-outcome expectancies, motives for emotion regulation, implicit beliefs about emotions, emotion regulation self-efficacy, and emotion regulation aptitude. The theoretical and practical implications of this framework are discussed.
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