ACADEMIC EMOTIONS, SELF-REGULATION, AND THEIR IMPACT ON MOTIVATION AND ACHIEVEMENT

The present paper reviews recent literature about academic emotions and their regulation. Research-based data about positive and negative emotions, their sources and effects on motivation and achievement were described, on the light of Weiner's Causal Attribution Theory and Pekrun's Control-value Theory. Regarding negative emotions of shame, boredom, and anxiety, more often examined in the literature, several self-regulation strategies were related that students can use in achievement contexts. The relevance of the Social Cognitive Theory was iscussed as a reference aimed at explaining the process of emotional self-regulation and at helping students to develop self-regulatory skills. Last, suggestions for future studies in the area in our country were given.