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High Self-Control Predicts More Positive Emotions, Better Engagement, and Higher Achievement in School
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King, Ronnel B.; Gaerlan, Marianne Jennifer M. – European Journal of Psychology of Education, 2014
The control-value theory of academic emotions has emerged as a useful framework for studying the antecedents and consequences of different emotions in school. This framework focuses on the role of control-related and value-related appraisals as proximal antecedents of emotions. In this study, we take an individual differences approach to examine…
Descriptors: Emotional Response, Individual Differences, Self Control, Student Behavior