Controlvalue theory: Using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64

Anthony R. Artino*, Eric S. Holmboe, Steven J. Durning

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

68 Scopus citations

Abstract

In this AMEE Guide, we consider the emergent theoretical and empirical work on human emotion and how this work can inform the theory, research, and practice of medical education. In the Guide, we define emotion, in general, and achievement emotions, more specifically. We describe one of the leading contemporary theories of achievement emotions, controlvalue theory (Pekrun 2006), and we distinguish between different types of achievement emotions, their proximal antecedents, and their consequences for motivation, learning, and performance. Next, we review the empirical support for controlvalue theory from nonmedical fields and suggest several important implications for educational practice. In this section, we highlight the importance of designing learning environments that foster a high degree of control and value for students. Finally, we end with a discussion of the need for more research on achievement emotions in medical education, and we propose several key research questions we believe will facilitate our understanding of achievement emotions and their impact on important educational outcomes.

Original languageEnglish
Pages (from-to)e148-e160
JournalMedical Teacher
Volume34
Issue number3
DOIs
StatePublished - Mar 2012
Externally publishedYes

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