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, and associated emotion regulation strategies. Compared to the control group, students in the experimental group improved knowledge of emotional lexicon and emotion strategies; they decreased some negative native language-related emotions; and only boys increased native language-related grades. The findings supported the efficacy of the training and were discussed referring to relevant theoretical approaches. Electronic supplementary material The online version of this article (10.1007/s10212-020-00498-x) contains supplementary material, which is available to authorized users.

中文翻译：

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促进中学生成就情绪理解的干预措施

本研究调查了旨在提高中学生对成就情绪及其调节的理解的循证干预的有效性。我们以情商的成就情绪和能力概念的控制价值理论为理论框架。参与者是从七年级到八年级纵向跟踪的 62 名学生，被分配到实验或控制条件。测试前和测试后的措施评估了关于成就情绪、调节成就情绪的策略、与母语相关的成就情绪和成绩的知识。干预嵌入母语领域，包括十个单元。我们专注于一系列 10 种积极和消极、激活和停用情绪以及相关的情绪调节策略。与对照组相比，实验组学生在情感词汇和情感策略方面的知识有所提高；他们减少了一些与母语相关的负面情绪；并且只有男孩提高了与母语相关的成绩。调查结果支持培训的有效性，并参考相关理论方法进行了讨论。电子补充材料本文的在线版本（10.1007/s10212-020-00498-x）包含补充材料，可供授权用户使用。调查结果支持培训的有效性，并参考相关理论方法进行了讨论。电子补充材料本文的在线版本（10.1007/s10212-020-00498-x）包含补充材料，可供授权用户使用。调查结果支持培训的有效性，并参考相关理论方法进行了讨论。电子补充材料本文的在线版本（10.1007/s10212-020-00498-x）包含补充材料，可供授权用户使用。