Achievement emotions are critical because of their impact on success and failure in important domains such as learning. These emotions may be modified via emotion regulation (ER). The dominant process model of ER (PMER) proposed by J. Gross, however, provides a domain-general account of ER strategies and has not had substantial contact with theories of achievement emotions such as R. Pekrun’s control-value theory (CVT) and the academic achievement literature. Moreover, ER has not been a focal point of major theories related to achievement emotions, such as CVT. We propose an integrated model of ER in achievement situations (ERAS) that integrates propositions about the generation of emotions from CVT with propositions about how emotions are regulated and types of ER strategies from PMER. The ERAS model also offers new propositions regarding how different achievement situations, object foci, and time frames, as well as discrete emotions with different appraisal patterns, impact ER strategies.

中文翻译：

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成就情境中的情绪调节：一个集成模型

成就情感至关重要，因为它们会影响学习等重要领域的成功和失败。这些情绪可以通过情绪调节（ER）进行修改。然而，由J. Gross提出的ER（PMER）主导过程模型提供了ER战略的领域通用说明，并且与诸如R. Pekrun的控制价值理论（CVT）和学术成就文献。而且，ER并不是与成就情感相关的主要理论（例如CVT）的重点。我们提出了成就情况下的ER集成模型（ERAS），该模型将有关CVT产生情感的命题与有关如何调节情绪以及PMER的ER策略类型的命题整合在一起。