1. Introduction
ducational psychologists emphasize the role of emotions in education and the designing of an emotion-based learning environment. In Control-Value Theory (CVT), Pekrun describes the emotions of the academic settings, such as studying and testing, as “achievement emotions”. Appraisals of control and values are essential in achievement emotions. Emotions are the result of these two elements of control and values. The learners must believe that they have control over the content and learning activities and consider them valuable for life.
Today, learning standards have faded, and learners face emotional, social, and educational challenges, and regaining those standards is not possible without educational planning and instructional design. Satisfaction with the learning environment and educational activities is an integral part of the instructional design process. This condition is very crucial for learners of different disciplines, especially medical courses. Instructional design should improve the individual’s emotional state during the learning process and consider the theory of achievement emotions in this field. Key factors in this design are the cognitive quality of instruction and support for learners’ independence to know how to adapt to situational requirements. The quality of the learning environment is one of the issues to be considered in terms of achievement emotions, which can be examined in the field of instructional technology.
The purpose of instructional technology is to revitalize teaching and harmonize it with the various characteristics of learners. If we want to improve the academic performance and mental well-being of the learners, they must manage and control their emotions. The present study investigates the relationship between achievement emotions and other variables. It provides a comprehensive and coherent instructional design model based on achievement emotions. Determining the components of achievement emotions is essential and combining instructional design and achievement emotions to create an emotional learning environment is necessary. To develop and validate an instructional design model based on the control-value theory of achievement emotions, the researcher must answer two questions: 1) what are the components of an instructional design model based on CVT? and 2) does the instructional design model based on CVT have content validity? (Figure 1). 2. Materials and Methods
The research approach was qualitative, and we used the inductive content analysis technique. The studies related to CVT were searched in valid databases between 2007 and 2021. Then, 175 articles were selected based on specific criteria. After an overview of the articles, based on purposive sampling and discarding duplicates, 63 articles were included in the study and analyzed. Following a systematic approach, CVT-related topics were recognized, coded, and listed in a table as key sentences. The codes were categorized based on their similarities and differences in the more general categories. Finally, the analysis led to the determination of the main components of CVT in the field of achievement emotions. Then, in combination with instructional design principles, a proper model based on CVT was presented. The model was sent to 20 Results: The results of the analysis led to the identification of the main components of CVT. Then, by combining the principles and elements of instructional design, the experts presented and approved an instructional design model based on the CVT of achievement emotions with eight components: learning environment, cognitive appraisal, emotion, achievement, learning, evaluation, design, and learner.
3. Results
The results of the analysis led to the identification of the main components of CVT theory presented and approved by experts by combining the principles and elements of instructional design, instructional design model based on the controlvalue theory of achievement emotions in the form of eight components: learning environment, cognitive appraisal, emotion, achievement, learning, evaluation, design, and learner.
4. Discussion and Conclusions 
Given the current teaching conditions of learning, it is necessary to redesign the learning environment and instructional conditions. The achievement emotions directly impact learners’ and educators’ satisfaction with their educational experiences and mental and physical health. Therefore, designing a safe learning environment is essential for the teacher and learner to improve cognitive experiences, psychosocial relationships, and emotional feelings. However, research and practical experiences in this area are rare.
Early research studies (Martin & Reigeluth, 1999; Bloom, 1964) had focused on the affective area of learning, called “instructional design in the affective domain”. In reviewing CVT, some researchers examined the use of emotions to improve motivation, learning, and medical education performance. They found that the learning environment has a crucial role in this area. Some provided models that emphasize the learning environment. Although many studies had focused on the learning environment, none designed and developed a learning environment based on achievement emotions. By analyzing the content of CVT and instructional design principles, this research has provided a comprehensive and integrated model for designing a learning environment based on CVT. This model is based on CVT in terms of content and specific components, overlaps with the theory of constructivism in terms of educational approach, and is based on the general instructional design model in terms of design. Although this model has an intertwined nature, it has practical, administrative, and problem-solving capabilities. It can be administered at all levels of education and in different courses such as medicine, humanities, and basic sciences. This model has eight main components of learning environment, cognitive appraisal, emotion, achievement, learning, evaluation, design, and learner in a cyclical process. So, it can help education experts, planners, educators, authors, and designers create and develop a learning environment rich in achievement emotions.
We could not research more resources and knowledgeable individuals. It is suggested to examine the attitude and cognition of managers towards learners’ academic emotions. Following these experiences, the researchers can create necessary facilities, analyze programs and instructional resources based on achievement emotions. They can employ the attitudes and experiences of educators and learners in managing achievement emotions in future research. Practically, it is helpful for educators to have an accurate attitude and cognition about the role of the mood and emotions of learners and educators. Regarding the cyclical nature of the model, all elements of each stage in the implementation process should be considered. In general, this issue can be studied in a broader dimension.

Ethical Considerations
Compliance with ethical guidelines
This study was approved by the Ethics Committee of the Research Vice Chancellor of Allameh Tabataba’i University (Code: IR.ATU.REC.1399.031). All ethical principles are considered in this article. The participants were informed about the purpose of the research and its implementation stages. They were also assured about the confidentiality of their information. They were free to leave the study whenever they wished, and if desired, the research results would be available to them.

Funding
The present article is part of the PhD dissertation of the first author at the Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran.

Authors' contributions
Project guidance, supervision, and management: Mohammad Reza Nili, Soghra Ebrahimi Qavam; Consulting and methodology: Mohammad Asgari; Consulting and survey: Khadijeh Aliabadi; Research, validation, conceptualization, analysis, resources, visualization: Nida Abdolahi.

Conflicts of interest
The authors declared no conflict of interest.


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