Article

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

Uniformed Services University of the Health Sciences, Bethesda, MD 20814-4712, USA.
Medical Teacher (Impact Factor: 2.05). 03/2012; 34(3):e148-60. DOI: 10.3109/0142159X.2012.651515
Source: PubMed

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, control-value 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 control-value theory from non-medical 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.

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    • "Despite these advances in research, to our knowledge no studies to date have examined how emotional states relate to other facets of self-regulation and performance among medical residents. Recently, calls have been made for theory-based research to examine the nature of emotions using control-value theory and multiple methodologies (including real-time assessments) across diverse phases and contexts of medical education (Artino et al. 2012). Thus, further empirical work is needed, including research that focuses on training outside the classroom, in settings that more closely approximate clinical practice, such as simulations. "
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