Principles for optimizing students’ control and value appraisals to design emotionally healthy learning Environments

Based on the insights into the antecedents of students’ emotions, it is possible to derive implications for how learning environments can be designed so that students experience more positive and less negative emotions. Given the strong connections between students’ emotions and their learning and achievement outcomes, such learning environments should also be conducive to effective learning and optimal achievement outcomes. The principles depicted in this Figure describe ways to achieve this, aligning with and expanding upon the “design principles for adaptive motivation and emotion in education” proposed by Linnenbrink-Garcia et al. (2016).