control-value theory

 Supporting and managing the emotions of the learning-teaching process is very important and requires designing safe learning environments in terms of cognitive experiences, psychosocial relationships, and emotional feelings. This study aimed to develop and validate of instructional design model based on Control-Value Theory (CVT) of achievement emotions to improve the psychological health and performance of learners and educators.

 The research method was qualitative, and we used the inductive content analysis technique. The studies related to CVT theory were searched from 2007 to 2021 in different databases, and 175 articles were selected out of them. Based on the purposive sampling method, 63 articles were chosen for further analysis. In a systematic approach, themes related to essential components of CVT were recognized and coded in the form of key sentences in a table. Then, the codes were categorized based on similarities and differences in general categories. Finally, an instructional design model based on CVT was designed. The model was sent to 20 specialists in the fields of Educational Technology and Educational Psychology content validation. Of them, 12 experts completed the questionnaire, and the results were analyzed.

 Based on the analyses, the main components of CVT were identified. Then, by combining instructional design principles, the experts presented and approved an instructional design model based on CVT of achievement emotions with eight components: learning environment, cognitive appraisal, emotion, achievement, learning, evaluation, design, and learner.

 The instructional design model based on CVT of achievement emotions is very effective at the micro and macro levels at all academic levels and various majors such as medicine, humanities, and basic sciences. It promises a rich teaching-learning environment in terms of achievement emotions.

Deep and sustainable learning requires a safe and healthy environment. Moreover, paying attention to the intertwined emotional, motivational, cognitive and social processes in the teaching-learning process is vital. Academic achievement motivation and self-regulated learning (SRL) are two important elements in this process that are influenced by the achievement emotions in the learning environment. Therefore, the aim of this study is to evaluate the effectiveness of instructional design model based on control-value theory of achievement emotions (CVT), on academic achievement motivation and self-regulation learning. 

The research was quantitative and performed by Nonequlment design control group. The statistical population included female second year high school students in Tehran in the academic year of 1997-98, who were selected by multi-stage cluster random sampling in two experimental and control groups. The experimental group was trained according to the instructional design model based on CVT theory and the control group did not receive this training method. The questionnaire of academic achievement motivation and self-regulated learning was administered to the experimental and control groups as pre-test and post-test before and after the implementation of the model. Data were analyzed by inferential and descriptive statistics using SPSS software and multivariate covariance. 

The results of univariate analysis of covariance of group effect on the scores of dependent variables show that there is a significant difference between the experimental and control groups in cognitive strategy (F=11/94, P>0/05, η2=0/14), metacognition strategy (F=56/06, P>0/05, η2=0/44), motivational beliefs (F=6/36, P>0/05, η2=0/08) and academic achievement motivation (F=10/69, P>0/05, η2 =0/13). 

The result of this study show that the use of instructional design model based on CVT theory has a positive effect on cognitive strategies, metacognition strategies, motivational beliefs and learnerschr('39') academic achievement motivation.