An intervention promoting understanding of achievement emotions with middle school students.

ABSTRACT: This study investigated the efficacy of an evidence-based intervention aimed at enhancing middle school students' understanding of achievement emotions and their regulation. We used the control-value theory of achievement emotions and ability conception from emotional intelligence as a theoretical framework. Participants were 62 students followed longitudinally from seventh to eighth grade, assigned to an experimental or a control condition. Pre- and post-test measures assessed knowledge on achievement emotions, strategies to regulate achievement emotions, native language-related achievement emotions, and grades. The intervention was embedded within the native language domain and included ten units. We focused on a range of ten positive and negative, activating and deactivating emotions, a

SUBMITTER: Raccanello D 

PROVIDER: S-EPMC7530548 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature