ArticleZDM : the international journal on mathematics education2023
Measuring emotions in mathematics: the Achievement Emotions Questionnaire-Mathematics (AEQ-M).
Article in ZDM : the international journal on mathematics education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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8 citing papers in PubMed.
- Integrating and developing computational thinking in higher education using micro:bit: examining the influence on pre-service teachers' self-perceived content knowledge, attitude, and emotion toward further K-12 mathematics education.Frontiers in psychology · 2026Article
- Understanding Athlete Emotions: A Psychometric Approach to the AEQ-S in Sports.Brain sciences · 2025Article
- Profiles of control, value and achievement emotions in primary school mathematics lessons.The British journal of educational psychology · 2025Article
- Mathematics emotion profiles: stability and change during Grades 7 and 8.European journal of psychology of education = Journal europeen de psychologie de l'education · 2025Article
- The impact of cognitive emotion regulation strategies on math and science anxieties with or without controlling general anxiety.Scientific reports · 2024Article
- Study on the relationship between PTSD and academic control and academic emotion in primary and middle school students after flood disaster.Frontiers in psychology · 2024Article
- Comparison of Police Data on Animal Cruelty and the Perception of Animal Welfare NGOs in Hungary.Animals : an open access journal from MDPI · 2023Article
- Emotions and motivation in mathematics education: Where we are today and where we need to go.ZDM : the international journal on mathematics education · 2023Article
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6 authors.
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Abstract
Understanding the structure, antecedents, and outcomes of students' emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire-Mathematics (AEQ-M), a self-report instrument assessing students' mathematics-related emotions. The AEQ-M measures seven emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across class, learning, and test contexts (internal structure). Based on control-value theory, it is assumed that these emotions are evoked by control and value appraisals, and that they influence students' motivation, learning strategies, and performance (external relations). Despite the popularity and frequent use of the AEQ-M, the research leading to its development has never been published, creating uncertainty about the validity of the proposed internal structure and external relations. We close this gap in Study 1 (
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