In its original version, control-value theory describes and explains achievement emotions. More recently, the theory has been expanded to also explain epistemic, social, and existential emotions. In this article, I outline the development of the theory, from preliminary work in the 1980s to early versions of the theory and the recent generalized control-value theory. I provide summaries of the theory’s evidence-based propositions on antecedents, outcomes, and regulation of emotions, including the fundamentally important role of control and value appraisals across different types of human emotions that are relevant to education (and beyond). The theory includes descriptive taxonomies of emotions as well as propositions explaining (a) the influence of individual factors, social environments, and socio-cultural contexts on emotions; (b) the effects of emotions on learning, performance, and health; (c) reciprocal causation linking emotions, outcomes, and antecedents; (d) ways to regulate emotions; and (e) strategies for intervention. Subsequently, I outline the relevance of the theory for educational practice, including individual and large-scale assessments of emotions; students’, teachers’, and parents’ understanding of emotions; and change of educational practices. In conclusion, I discuss strengths of the theory, open questions, and future directions.

在其原始版本中，控制价值理论描述并解释了成就情绪。最近，该理论已扩展到解释认知、社会和存在主义情感。在本文中，我概述了该理论的发展，从 20 世纪 80 年代的初步工作到该理论的早期版本以及最近的广义控制价值理论。我总结了该理论关于情绪的前因、结果和调节的基于证据的命题，包括与教育（及其他）相关的不同类型人类情绪的控制和价值评估的根本重要作用。该理论包括情绪的描述性分类法以及解释以下命题的命题：（a）个人因素、社会环境和社会文化背景对情绪的影响； (b) 情绪对学习、表现和健康的影响； (c) 将情绪、结果和前因联系起来的相互因果关系； (d) 调节情绪的方法； (e) 干预策略。随后，我概述了该理论与教育实践的相关性，包括个人和大规模的情绪评估；学生、老师、家长对情绪的理解；和教育实践的改变。最后，我讨论了该理论的优势、悬而未决的问题和未来的方向。