메뉴 건너뛰기




Volumn 52, Issue 6, 2009, Pages 357-365

Goals, emotions, and emotion regulation: Perspectives of the control-value theory: Perspectives

Author keywords

Achievement goals; Control value theory; Emotion regulation

Indexed keywords

ACADEMIC ACHIEVEMENT; ANXIETY; ATTENTION; AUTOREGULATION; BOREDOM; COGNITION; CONCEPTUAL FRAMEWORK; COPING BEHAVIOR; DECISION MAKING; EMOTION; EMOTIONALITY; ENVIRONMENTAL FACTOR; FAMILY FUNCTIONING; GOAL ATTAINMENT; HOPELESSNESS; HUMAN; HUMAN RELATION; INTELLIGENCE; LEARNING; MEMORY CONSOLIDATION; MOOD CHANGE; MOTIVATION; NOTE; PERCEPTIVE DISCRIMINATION; PRIORITY JOURNAL; PROBLEM SOLVING; SHAME; SKILL RETENTION; SOCIAL COMPETENCE; SOCIAL ENVIRONMENT; SOCIAL ISOLATION; SOCIAL SUPPORT; SOCIALIZATION; TASK PERFORMANCE; TEMPERAMENT;

EID: 73349117488     PISSN: 0018716X     EISSN: None     Source Type: Journal    
DOI: 10.1159/000242349     Document Type: Note
Times cited : (67)

References (37)
  • 1
    • 0032363704 scopus 로고    scopus 로고
    • Rethinking the role of positive affect in self-regulation
    • Aspinwall, L. (1998). Rethinking the role of positive affect in self-regulation. Motivation and Emotion, 22, 1-32.
    • (1998) Motivation and Emotion , vol.22 , pp. 1-32
    • Aspinwall, L.1
  • 2
    • 34548215664 scopus 로고    scopus 로고
    • How emotions inform judgment and regulate thought
    • Clore, G.L., & Huntsinger, J.R. (2007). How emotions inform judgment and regulate thought. Trends in Cognitive Science, 11, 393-399.
    • (2007) Trends in Cognitive Science , vol.11 , pp. 393-399
    • Clore, G.L.1    Huntsinger, J.R.2
  • 3
    • 84993725186 scopus 로고    scopus 로고
    • How the object of affect guides its impact
    • Clore, G.L., & Huntsinger, J.R. (2009). How the object of affect guides its impact. Emotion Review, 1, 39-54.
    • (2009) Emotion Review , vol.1 , pp. 39-54
    • Clore, G.L.1    Huntsinger, J.R.2
  • 4
    • 56349134338 scopus 로고    scopus 로고
    • Identifying patterns of appraising tests in first-year college students: Implications for anxiety and emotion regulation during test taking
    • Davis, H.A., DiStefano, C., & Schutz, P.A. (2008). Identifying patterns of appraising tests in first-year college students: Implications for anxiety and emotion regulation during test taking. Journal of Educational Psychology, 100, 942-960.
    • (2008) Journal of Educational Psychology , vol.100 , pp. 942-960
    • Davis, H.A.1    Distefano, C.2    Schutz, P.A.3
  • 6
    • 0002033217 scopus 로고
    • Resource allocation model of the effect of depressed mood states on memory
    • K. Fiedler & J. Forgas (Eds.), Toronto: Hogrefe International
    • Ellis, H.C., & Ashbrook, P.W. (1988). Resource allocation model of the effect of depressed mood states on memory. In K. Fiedler & J. Forgas (Eds.), Affect, cognition, and social behavior. Toronto: Hogrefe International.
    • (1988) Affect, Cognition and Social Behavior
    • Ellis, H.C.1    Ashbrook, P.W.2
  • 7
    • 85043904715 scopus 로고    scopus 로고
    • The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions
    • Fredrickson, B.L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226.
    • (2001) American Psychologist , vol.56 , pp. 218-226
    • Fredrickson, B.L.1
  • 8
    • 0031603708 scopus 로고    scopus 로고
    • Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression and physiology
    • Gross, J. (1998). Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74, 224-237.
    • (1998) Journal of Personality and Social Psychology , vol.74 , pp. 224-237
    • Gross, J.1
  • 9
    • 84855706352 scopus 로고
    • Correlates, causes, effects and treatment of test anxiety
    • Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 47-77.
    • (1988) Review of Educational Research , vol.58 , pp. 47-77
    • Hembree, R.1
  • 11
    • 0031530088 scopus 로고    scopus 로고
    • Strategies for coping with test anxiety
    • Kondo, D.S. (1997). Strategies for coping with test anxiety. Anxiety, Stress, and Coping, 10, 203-215.
    • (1997) Anxiety, Stress, and Coping , vol.10 , pp. 203-215
    • Kondo, D.S.1
  • 13
    • 20444422534 scopus 로고    scopus 로고
    • Mood, self-set goals and examination performance: The moderating effect of depressed mood
    • Lane, A.M., Whyte, G.P., Terry, P.C., & Nevill, A.M. (2005). Mood, self-set goals, and examination performance: The moderating effect of depressed mood. Personality and Individual Differences, 39, 143-153.
    • (2005) Personality and Individual Differences , vol.39 , pp. 143-153
    • Lane, A.M.1    Whyte, G.P.2    Terry, P.C.3    Nevill, A.M.4
  • 14
    • 0001873946 scopus 로고    scopus 로고
    • The role of coping in the emotions and how coping changes over the life course
    • C. Maletesta-Magni & S.H. McFadden (Eds.), New York: Academic Press
    • Lazarus, R.S. (1996). The role of coping in the emotions and how coping changes over the life course. In C. Maletesta-Magni & S.H. McFadden (Eds.), Handbook of emotion, adult development, and aging (pp. 289-306). New York: Academic Press.
    • (1996) Handbook of Emotion, Adult Development and Aging , pp. 289-306
    • Lazarus, R.S.1
  • 16
    • 0031520535 scopus 로고    scopus 로고
    • Beyond general arousal: Effect of specific emotions on memory
    • Levine, L.J., & Burgess, S.L. (1997). Beyond general arousal: Effect of specific emotions on memory. Social Cognition, 15, 157-181.
    • (1997) Social Cognition , vol.15 , pp. 157-181
    • Levine, L.J.1    Burgess, S.L.2
  • 18
    • 84882528838 scopus 로고    scopus 로고
    • The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement
    • P.A. Schutz & R. Pekrun (Eds.), San Diego: Academic Press
    • Linnenbrink, E.A. (2007). The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement. In P.A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 107-124). San Diego: Academic Press.
    • (2007) Emotion in Education , pp. 107-124
    • Linnenbrink, E.A.1
  • 19
    • 0036083449 scopus 로고    scopus 로고
    • Achievement goal theory and affect: An asymmetrical bidirectional model
    • Linnenbrink, E.A., & Pintrich, P.R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78.
    • (2002) Educational Psychologist , vol.37 , pp. 69-78
    • Linnenbrink, E.A.1    Pintrich, P.R.2
  • 20
    • 50949109340 scopus 로고    scopus 로고
    • When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors
    • Linnenbrink-Garcia, L., Tyson, D., & Patall, E.A. (2008). When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors. International Review of Social Psychology, 21, 19-70.
    • (2008) International Review of Social Psychology , vol.21 , pp. 19-70
    • Linnenbrink-Garcia, L.1    Tyson, D.2    Patall, E.A.3
  • 21
    • 0037406410 scopus 로고    scopus 로고
    • Attentional resource allocation to emotional events: An ERP study
    • Meinhardt, J., & Pekrun, R. (2003). Attentional resource allocation to emotional events: An ERP study. Cognition and Emotion, 17, 477-500.
    • (2003) Cognition and Emotion , vol.17 , pp. 477-500
    • Meinhardt, J.1    Pekrun, R.2
  • 23
    • 0035118149 scopus 로고    scopus 로고
    • Effects of emotional state on lexical decision performance
    • Olafson, K.M., & Ferraro, F.R. (2001). Effects of emotional state on lexical decision performance. Brain and Cognition, 45, 15-20.
    • (2001) Brain and Cognition , vol.45 , pp. 15-20
    • Olafson, K.M.1    Ferraro, F.R.2
  • 24
    • 0000347836 scopus 로고
    • The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators
    • Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/ motivational mediators. Applied Psychology: An International Review, 41, 359-376.
    • (1992) Applied Psychology: An International Review , vol.41 , pp. 359-376
    • Pekrun, R.1
  • 25
    • 33845331749 scopus 로고    scopus 로고
    • The control-value theory of achievement emotions: Assumptions, corollaries and implications for educational research and practice
    • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341.
    • (2006) Educational Psychology Review , vol.18 , pp. 315-341
    • Pekrun, R.1
  • 26
    • 33746911574 scopus 로고    scopus 로고
    • Achievement goals and discrete achievement emotions: A theoretical model and prospective test
    • Pekrun, R., Elliot, A.J., & Maier, M.A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597.
    • (2006) Journal of Educational Psychology , vol.98 , pp. 583-597
    • Pekrun, R.1    Elliot, A.J.2    Maier, M.A.3
  • 27
    • 60849089903 scopus 로고    scopus 로고
    • Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance
    • Pekrun, R., Elliot, A.J., & Maier, M.A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115-135.
    • (2009) Journal of Educational Psychology , vol.101 , pp. 115-135
    • Pekrun, R.1    Elliot, A.J.2    Maier, M.A.3
  • 28
    • 84882471998 scopus 로고    scopus 로고
    • The control-value theory of achievement emotions: An integrative approach to emotions in education
    • P. A. Schutz & R. Pekrun (Eds.), San Diego: Academic Press
    • Pekrun, R., Frenzel, A., Goetz, T., & Perry, R.P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P.A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 13-36). San Diego: Academic Press.
    • (2007) Emotion in Education , pp. 13-36
    • Pekrun, R.1    Frenzel, A.2    Goetz, T.3    Perry, R.P.4
  • 29
    • 0036087015 scopus 로고    scopus 로고
    • Academic emotions in students' self-regulated learning and achievement: A program of quantitative and qualitative research
    • Pekrun, R., Goetz, T., Titz, W., & Perry, R.P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106 .
    • (2002) Educational Psychologist , vol.37 , pp. 91-106
    • Pekrun, R.1    Goetz, T.2    Titz, W.3    Perry, R.P.4
  • 30
    • 33845296771 scopus 로고    scopus 로고
    • Affective and motivational processes: Contrasting interindividual and intraindividual perspectives
    • Paper presented at , New York
    • Pekrun, R., & Hofmann, H. (1996). Affective and motivational processes: Contrasting interindividual and intraindividual perspectives. Paper presented at the annual meeting of the American Educational Research Association, New York.
    • (1996) The Annual Meeting of the American Educational Research Association
    • Pekrun, R.1    Hofmann, H.2
  • 32
    • 84882482445 scopus 로고    scopus 로고
    • Where do we go from here? Implications and future directions for inquiry on emotions in education
    • P.A. Schutz & R. Pekrun (Eds.), San Diego: Academic Press
    • Pekrun, R., & Schutz, P.A. (2007). Where do we go from here? Implications and future directions for inquiry on emotions in education. In P.A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 313-331). San Diego: Academic Press.
    • (2007) Emotion in Education , pp. 313-331
    • Pekrun, R.1    Schutz, P.A.2
  • 33
    • 84928454064 scopus 로고
    • Emotion and cognition in coping with test anxiety
    • Rost, D.H., & Schermer, F.J. (1987). Emotion and cognition in coping with test anxiety. Communication and Cognition, 20, 225-244.
    • (1987) Communication and Cognition , vol.20 , pp. 225-244
    • Rost, D.H.1    Schermer, F.J.2
  • 34
    • 3542993850 scopus 로고    scopus 로고
    • Optimism and attributional retraining: Longitudinal effects on academic achievement, test anxiety and voluntary course withdrawal in college students
    • Ruthig, J.C., Perry, R.P., Hall, N.C., & Hladkyj, S. (2004). Optimism and attributional retraining: Longitudinal effects on academic achievement, test anxiety, and voluntary course withdrawal in college students. Journal of Applied Social Psychology, 34, 709-730.
    • (2004) Journal of Applied Social Psychology , vol.34 , pp. 709-730
    • Ruthig, J.C.1    Perry, R.P.2    Hall, N.C.3    Hladkyj, S.4
  • 35
    • 0038143345 scopus 로고    scopus 로고
    • Searching for the structure of coping: A review and critique of category systems for classifying ways of coping
    • Skinner, E.A., Edge, K., Altman, J., & Sherwood, H. (2003). Searching for the structure of coping: A review and critique of category systems for classifying ways of coping. Psychological Bulletin, 129, 216-269.
    • (2003) Psychological Bulletin , vol.129 , pp. 216-269
    • Skinner, E.A.1    Edge, K.2    Altman, J.3    Sherwood, H.4
  • 36
    • 0035354478 scopus 로고    scopus 로고
    • Expectancy-value relationships of shame reactions and shame resiliency
    • Turner, J.E., & Schallert, D.L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93, 320-329.
    • (2001) Journal of Educational Psychology , vol.93 , pp. 320-329
    • Turner, J.E.1    Schallert, D.L.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.