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O texto se constitui em revisão da literatura mais recente sobre emoções acadêmicas e sua autorregulação. Com base em dados de pesquisa, são descritas emoções positivas e negativas, suas origens e seus efeitos sobre a motivação e o desempenho, à luz das teorias de atribuição de causalidade, de Weiner e de controle-valorização, de Pekrun. Foram selecionadas as emoções negativas de vergonha, tédio e ansiedade, mais frequentemente focalizadas nos estudos, sobre as quais foram descritas diversas estratégias de autorregulação que os alunos podem usar nos contextos de aprendizagem. Foi discutida a relevância da teoria social cognitiva para explicar os processos de autorregulação, bem como para ajudar alunos a se tornarem capazes de regular emoções negativas. Por último, foram dadas sugestões de pesquisa futuras em nosso meio.
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