This chapter explains a theory called macro cultural psychology, which explains how emotions and all psychological phenomena are rooted in macro cultural factors, such as social institutions, artifacts, and cultural concepts. Emotions have cultural origins, characteristics, and functions. Macro cultural psychology has the potential to illuminate the cultural features of emotions that are not only cultivated by the cultural institution of the school (system), but also by other macro cultural factors, and brought into academic activities inside and outside the school. Macro cultural factors are social (institutional), material (artifacts), and conceptual formations. They are vast, complex, planned, coordinated, administered, objectified, and enduring. They are humanly constructed through struggles among competing groups. Moreover, they are political in the sense that they are contested and controlled by vested interests. Also, they are modifiable through conscious, collective action at the macro level. At the same time, individuals, psyches, and biologies are the active agents that form macro cultural factors. However, they do so collectively, not as separate entities, and the macro cultural factors they form, then outrun or transcend individuals and actually constrain their behavior.

This chapter explores teacher's emotions such as anger and frustration. Frustration and anger arise from a number of sources related to thwarted goals including students' misbehavior and violation of rules, factors outside the classroom that make it difficult to teach well, uncooperative colleagues, and parents who do not follow appropriate behavior norms or are perceived as uncaring and irresponsible. Teachers also become angry when they believe that students' poor academic work is due to controllable factors, such as laziness or inattention. Many teachers report that most experience of anger and frustration are not minor, momentary feelings, but are intense, lasted more than one hour, and are associated with noticeable bodily sensations. In addition, their anger and frustration leads to changes in their classroom behaviors and coping strategies. Intrusive thoughts make it difficult for them to concentrate on what they are doing before the emotion episode, and that students are the immediate target of the anger and frustration. This indicates that the classroom impact of these negative emotions is considerably longer than the specific episodes.

This chapter presents an overview of the assumptions and corollaries of the control-value theory of achievement emotions, as well as some of its implications for educational practice. The control-value theory provides a theoretical framework making it possible to integrate constructs and assumptions from a variety of theoretical approaches to emotions in education and to achievement emotions more generally. Empirically, many facets of the theory have consistently been corroborated in qualitative and quantitative investigations. However, the assumptions provided by the theory on how to design emotionally sound learning environments for students, and occupational environments for teachers, have yet to be tested in empirical intervention studies. There is evidence that educational interventions can reduce students' test anxiety. The control-value theory implies that shaping educational environments in adequate ways can help to change achievement emotions other than anxiety as well. Future research should systematically explore measures to help both students and teachers to develop adaptive achievement emotions, prevent maladaptive emotions, and use their emotions in productive and healthy ways.

Emotion is present in many ways throughout the achievement motivation process. Individuals bring general affective tendencies with them to achievement settings, and these dispositions influence the types of achievement goals that they adopt. In turn, the achievement goals that individuals adopt, influence the type of affect that they experience as they anticipate achievement tasks, engage in achievement tasks, and respond to achievement outcomes. Emotion is undoubtedly implicated in the achievement motivation process in other ways as well. Importantly, the fact that the hierarchical model grounds achievement motivation in deeply engrained personality dispositions does not mean that achievement goal adoption and resultant emotional experience are set in stone. Although it is true that temperament is quite stable over the lifespan, motive dispositions, although also stable, are likely to remain at least somewhat malleable into adulthood. Achievement goal adoption is multiply determined; many other factors besides general affective tendencies are involved in goal adoption, including perceived competence, implicit theories of ability, and numerous properties of the achievement environment. Thus, both goals and emotions are amenable to change in achievement settings, but such change is undoubtedly constrained to a degree, given the stability of personality.

This chapter highlights the theoretical models of affect in students' learning. Circumplex models of affect differ from other current perspectives on affect in education. For instance, the control-value theory of emotions in education focuses specifically on emotions and does not consider more general mood states. In addition, rather than differentiating emotional states based on valence and activation, it categorizes emotions based on appraisal processes and highlights the dimensions of object focus and valence. Other research on students' affect in educational settings focuses on specific affective states, such as test anxiety, interest as an affective state, and shame rather than general models of affect. In contrast to these other approaches, the circumplex model presents a more comprehensive model that can be used to integrate a variety of affective states, including moods and emotions, in educational settings. Using a circumplex model of affect integrates research on achievement goal theory, affective states, and school engagement.

This chapter raises some issues related to inquiry on emotions in education. In spite of the emotional nature of classrooms, inquiry on emotions in educational contexts, outside of a few notable exceptions has been slow to emerge. Students' test anxiety has been the only emotion in this field that has strongly and continuously attracted researchers' interest. From more than 1000 empirical studies conducted over a span of more than five decades, there is evidence on the structures, antecedents, and effects of this emotion, as well as on measures suited to prevent excessive test anxiety by changing education, and to treat this emotion once it occurred. The call for research on emotions has been heard, and recently, there has been a discernible increase in the number of scholars investigating emotions in educational contexts. The chapter highlights the most contemporary, informative, and formative research in the areas of emotions and emotional regulation in education.

Dynamical systems theories (DST) have been used to articulate new conceptualizations of complex processes, including, transformations, developments, and emergence of novelty in multiple fields of natural and behavioral sciences. It offers a fresh perspective for understanding the complex processes involved within students' academic experiences. In terms of learning, this framework explains novel, individualistic student experiences as well as the establishment and maintenance of higher scale recurrent patterns of similar students' behaviors. By integrating micro-and macro-processes, DST sheds light on moment-to-moment processes, recurring cyclical processes (such as a semester or school year), and overarching trait-like orientations (such as mastery-orientation or performance-orientation). Therefore, DST explains both individual emergent fluctuations within each student's learning event and multidimensional profiles of students' patterns. The continual process of self-organizing transmutation is characteristic of dynamical, open living systems. Within academic settings and events, each student may be thought of as a self-organizing system that acts and reacts to both external and internal informational signals. These processes may explain the unique, individual facets of students' learning-related cognitions, emotions, motivations, and behaviors.

Nowadays, emotions are increasingly being recognized as part of everyday social, cultural, and political life. Emotions in the classroom are not only a private matter but also a political space in which students and teachers interact with implications in larger political and cultural struggles. The notion of politics refers to a process of determining who must repress as illegitimate, who must foreground as valuable, the feelings and desires that comes up for them in given contexts and relationships. Thus, power is located in emotional expression—in who gets to express and who must repress various emotions. The politics of emotions, then, is the analysis that challenges the cultural and historical emotion norms with respect to what emotions are, how they are expressed, who gets to express them, and under what circumstances. In this context, it is argued that there is always something political in which teachers and students are caught up as they relate emotionally to one another across classroom spaces, because power relations are essentially unavoidable; there are always emotion norms influencing emotion discourses and emotional expressions.

This chapter discusses emotions that are prevalent in a classroom. Many educational researchers have tended to discuss emotions as intrapsychic phenomena. They are defined as subjective or private experiences having a positive or negative quality. Attesting to the personal quality of emotions are their antecedents and methods for identification and measurement. Among the many antecedents of feeling states are particular thoughts and hormonal conditions, whereas among their numerous indicators are patterns of actual or reported physiological activity and facial characteristics. Emotions are thus studied at the level of the individual. Virtually all emotion theorists agree that emotions have two properties, activation, and valence (ranging from positive or pleasant emotions such as love to negative or unpleasant emotions including anxiety). There also are some grey areas when making these distinctions. However, the activation/valence distinctions typically are applicable to describe affects. Anxiety clearly is a negative emotion, with its level of arousal dependent on a variety of conditions.

Interest has a central role in the positive affective experiences that support students' achievements. This chapter explores this proposition, focusing on attention in developing and executing a methodology that examines the students' on-task reactivity. The characteristic of the positive directed attention of interest is related to students' decisions and choices about their engagement with academic tasks. Range of additional positive and negative affects may occur in combination with the state of interest. Affective states that are transitory, have acknowledged the important influences of mood, disposition, and situation on the character of students' affective reactions to academic tasks. These perspectives on the role of affect in education draw on and are consistent with a significant body of contemporary research and theory from education and from related areas of social and developmental psychology.