This article describes the control-value theory of achievement emotions. The theory provides an integrative framework for analyzing the antecedents and effects of emotions experienced in achievement settings. In the introduction section of the article, the status of academic emotions in recent motivation theories as well as their relevance in explaining student’s cognition, motivation, well-being and classroom processes, were shortley described. The need for development of new theories and methodological approaches, which will interconnect and integrate motivation, emotion and cognition, was emphasized. Individual and environmental antecedents of academic emotions were examined within the control-value theory framework. Also, the role of cognitive appraisal processes in the occurence of academic emotions was postulated. Furthermore, this article provides contemporary research results on the effects that academic emotions have on achievement and learning (such as cognitive resources, interests and motivation to learn, learning strategies and self-regulated learning). The article examines recent theoretical perspectives on academic emotion regulation within the context of self-regulated learning. In the conclusion, the contribution of this theory was discussed.

control-value theory, emotions, learning processes