The DOI matches its Crossref record; 69 of the 69 references it cites were found in a registry or an index.
Emotion Regulation in Achievement Situations: An Integrated Model
Abstract
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.
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Cites
The emerging field of emotion regulation: an integrative review
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Self-citationAn attributional theory of achievement motivation and emotion
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BackgroundMethodInfluentialSelf-citationEmotion regulation: current status and future prospects
Gross, J. J. (2015) · Psychological Inquiry · doi:10.1080/1047840x.2014.940781 · Cited by 5,229
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Self-citationTask versus relationship conflict, team performance, and team member satisfaction: A meta-analysis.
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Cited by
Activity Achievement Emotions and Academic Performance: A Meta-analysis
Camacho-Morles, J., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., & Oades, L. G. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09585-3 · Cited by 475
Self-citationWong, T. K. Y., Colasante, T., & Malti, T. (2023) · Journal of School Psychology · doi:10.1016/j.jsp.2023.101253 · Cited by 31
Juma, O., Husiyin, M., Akhat, A., & Habibulla, I. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.819821 · Cited by 23
A Conceptual Framework to Integrate Research Programs on Self-Regulation in Education
Wortha, F., Gerjets, P., Azevedo, R., Bernacki, M., Brucker, B., Bühler, B., Ehlis, A.-C., Kasneci, E., Miyake, A., Murayama, K., et al. (2026) · Educational Psychology Review · doi:10.1007/s10648-026-10196-7
Metadata
- Authors
- Harley, J. M., Pekrun, R., Taxer, J. L., & Gross, J. J.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2019-04-03
- Volume
- 54
- Issue
- 2
- Pages
- 106-126
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2942725897
- Cited by
- 309
- References
- 69
- FWCI
- 33.01
- Type
- journal article
- Language
- en
- Open access
- closed
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