ABSTRACT
Given the relevance of emotions for students' learning and achievement, it is important to consider their origins, regulation, and development. For academic emotions, however, there is one group of factors that is likely more important than any other factor—individual appraisals of success, failure, one's competence, and the value of achievement activities and their outcomes. Much research on the individual determinants of students' emotions has focused on the origins of test anxiety. Appraisals function as proximal, immediate causes of emotion. By implication, any individual factors that influence students' appraisals can also influence their emotions. Researchers have focused on two such factors: students' gender and their achievement goals. Research has indicated that emotions can be regulated in a variety of ways. This chapter considers the distinction of problem-focused versus emotion-focused coping as well as a process model of emotion regulation to describe different strategies to regulate emotions. Emotions can be changed by changing one's appraisals, a process called reappraisal.
