Goals, Emotions, and Emotion Regulation: Perspectives of the Control-Value Theory

Abstract

Achievement goals ؒ Control-value theory ؒ Emotion regulationRecent research has started to explore the role of emotions as outcomes and antecedents of achievement goals [Linnenbrink, 2007;Linnenbrink & Pintrich, 2002;Pekrun, Elliot, & Maier, 2006, 2009].Emotion regulation, however, has not yet been directly addressed as part of the dynamics of goal-driven achievement strivings.The theoretical framework presented by Tyson, Linnenbrink-Garcia, and Hill [this issue] is a pioneering attempt to address this gap in the achievement goal literature.In our view, this innovative framework is a major step forward in achievement goal research, for two reasons.First, since achievement-related emotions and affect have been shown to be important outcomes of achievement goals as well as mediators of their performance effects [Linnenbrink, 2007;Pekrun, Elliot, & Maier, 2009], the regulation of these emotions may be critically important for explaining the functions of achievement goals.The framework provided by Tyson et al. sets the stage for exploring this potential role of emotion regulation.Second, research on goals, emotions, and emotion regulation has been in a fragmented state to date [Pekrun & Schutz, 2007].Such fragmentation hampers cumulative scientific progress in the field.In their framework, the authors succeeded in conceptually integrating a vast array of literatures that are relevant for explaining the relationships between achievement goals, emotions, emotion regulation, academic performance, and their antecedents in family and school environments.The framework thus represents an important advancement towards creating a unified science of human achievement strivings.Tyson et al. set out by noting the inconsistencies in the research literature on performance effects of achievement goals.For none of the three most often researched achievement goals (i.e., mastery-approach, performance-approach, and performance-avoidance goals), the evidence on performance effects is fully consistent [Linnenbink-Garcia, Tyson, & Patall, 2008].However, as argued by the authors,

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