ABSTRACT
The control-value theory is used as a conceptual framework to review research on achievement emotions, with a specific focus on achievement emotions in education. I first outline a three-dimensional (object focus x valence x activation) taxonomy of achievement emotions. I then summarise research on the individual and social origins of these emotions, including control and value appraisals, achievement goals, and contextual factors. Next, the importance of emotions for students’ learning and achievement is addressed. In conclusion, I discuss the regulation and modification of achievement emotions, and their relative universality across socio-cultural contexts and historical epochs.
