Enhancing positive achievement emotions and academic performance: Cross-cultural evidence from Germany and China

A growing body of studies have found that achievement emotions are associated with a wide range of students’ learning outcomes. From a comparative perspective, there is a lack of a review on examining key features of interventions that have been used for promoting the targeted facet(s) of emotions across cultures. The present study reviewed and compared these features of published intervention studies conducted in Germany and China. The control-value model of achievement emotions was used as a theoretical framework to guide this review. The findings of this review shed light on understanding key features of effective interventions to enhance students’ positive emotions. Sociocultural factors that may influence intervention effects are also discussed in relation to the control-value theoretical framework of achievement emotions. Copyright © 2017 The Education University of Hong Kong.