The role of emotions in the educational setting - theory of control and values

Ovaj rad odnosi se na pregled teorije kontrole i vrijednosti koja objašnjava ulogu emocija u procesu učenja. Teorija nudi integrativni okvir za analiziranje antecedenata i učinaka emocija u akademskom okruženju. U uvodnom dijelu, ukratko je opisan status učeničkih emocija u novijim teorijama motivacije i istaknuto njihovo značenje za učenikove kognitivne procese, motivaciju i dobrobit te razredne procese. Naglašena je potreba za razvojem teorija i metodoloških pristupa koji će integrirati i povezati konstrukte motivacije, emocija i kognicija. U okviru teorije kontrole i vrijednosti opisani su individualni i okolinski antecedenti učeničkih emocija te je razmotrena uloga kognitivnih procjena u njihovu nastanku. Nadalje, opisani su rezultati istraživanja o učincima učeničkih emocija na školsko postignuće i varijable učenja (poput korištenja kognitivnih resursa, interesa i motivacije za učenjem, korištenja strategija učenja te stupnja samoregulacije učenja). U radu se navode i recentne teorijske perspektive o regulaciji učeničkih emocija u kontekstu samoregulacije učenja. Članak je zaključen osvrtom na doprinose ove teorije i zaključcima dosadašnjih istraživanja.This article describes the control-value theory of achievement emotions. The theory provides an integrative framework for analyzing the antecedents and effects of emotions experienced in achievement settings. In the introduction section of the article, the status of academic emotions in recent motivation theories as well as their relevance in explaining student\u27s cognition, motivation, well-being and classroom processes, were shortley described. The need for development of new theories and methodological approaches, which will interconnect and integrate motivation, emotion and cognition, was emphasized. Individual and environmental antecedents of academic emotions were examined within the control-value theory framework. Also, the role of cognitive appraisal processes in the occurence of academic emotions was postulated. Furthermore, this article provides contemporary research results on the effects that academic emotions have on achievement and learning (such as cognitive resources, interests and motivation to learn, learning strategies and self-regulated learning). The article examines recent theoretical perspectives on academic emotion regulation within the context of self-regulated learning. In the conclusion, the contribution of this theory was discussed