All rights reservedPekrun, Reinhard2025-10-172016978113877620397813157733849781138776166https://hdl.handle.net/20.500.14802/13539[Extract] In the following sections, I will first discuss basic conceptual issues concerning academic emotions. Second, origins and development of emotions in school settings will be addressed. In the third section, I will explore the functional relevance of emotions for motivation, learning, and achievement. Next, I will outline basic propositions of the control-value theory of achievement emotions (Pekrun, 2006), which aims to reconcile diverging approaches on students’ emotions. In concluding, I will discuss implications for educational practice and directions for future research.learningemotionachievementschoolacademiccontrol-value theoryBook chapterControlled201043760