The control-value theory (CVT) of achievement emotions is a well-established theoretical framework which delineates the predictive relationships among distal and proximal antecedents, academic emotions, and student engagement and achievement. Although most research anchored in CVT is conducted by educational psychologists, the theory is arguably applicable to the field of school psychology. In this article, we first provide a brief overview of the theory, with a specific focus on the proximal antecedents (i.e., cognitive appraisals), as well as academic emotions and performance. Given that school psychologists are often consulted with strategies regarding students’ emotional challenges exhibited in the classroom, we then discuss empirical evidence of control- and value-based interventions (e.g., attributional retraining, utility-value), both of which can be posited to address the cognitive appraisals of achievement emotions. Lastly, we discuss the implications of CVT and control- and value-based interventions to school psychologists’ work.

成就情绪的控制价值理论（CVT）是一个完善的理论框架，它描绘了远近前因、学业情绪、学生参与和成就之间的预测关系。尽管大多数以 CVT 为基础的研究是由教育心理学家进行的，但该理论可以说适用于学校心理学领域。在本文中，我们首先对该理论进行简要概述，特别关注最近的前因（即认知评估）以及学术情绪和表现。鉴于学校心理学家经常咨询有关学生在课堂上表现出的情绪挑战的策略，然后我们讨论基于控制和价值的干预措施（例如，归因再培训、效用价值）的经验证据，两者都可以用来解决成就情绪的认知评估。最后，我们讨论了 CVT 以及基于控制和价值的干预措施对学校心理学家工作的影响。