摘要：AbstractThe focus on learners’ emotions and thoughts is believed to train learners not only in their learning area but also help them acquire other essential life skills such as creativity. Such skills are needed for the students to develop a strong personality and an effective communication. Nelson and Low (2005) emphasize the importance of understanding emotional mind in order to develop such abilities in students that facilitate constructive thinking and wise action. Also, achievement emotions are defined as emotions that are directly linked to achievement activities or achievement outcomes. Previous studies on achievement emotions have focused on emotions related to achievement outcomes, including both prospective outcome emotions. This study has tried to analyse and review the existing literature in the area and compare the different sources of creativity and solutions to enhance emotion achievement in different academic settings as well as how these variables are likely to be correlated. The evaluation of some articles (e.g. Pekrun, 2006; Pekrun et al., 2010) showed that activity emotions pertaining to current achievement-related activities are also considered as achievement emotions. Examples are students’ enjoyment of learning, boredom experienced during classroom instruction, or anger at the task demands of academic learning.
