ArticleZDM : the international journal on mathematics education2023
Emotions and motivation in mathematics education: Where we are today and where we need to go.
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 21 papers.
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Who cites it
21 citing papers in PubMed.
- "I can do math!": A self-regulated learning intervention to enhance math-related motivational factors and performance in middle school.The British journal of educational psychology · 2026Article
- The Prospective Indirect Effect of Mathematics Interest in the Relationship Between Mathematics Anxiety and Self-Concept: A Two-Wave Longitudinal Study.Behavioral sciences (Basel, Switzerland) · 2026Article
- The role of Self Determination Theory and positive classroom experiences in students' mathematics outcomes.Frontiers in psychology · 2026Article
- From conceptual understanding to interdisciplinary innovation: the mediating mechanism of IESR among high school students.Frontiers in psychology · 2026Article
- 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
- Investigating the mediating role of classroom achievement emotions in the relationship between school physical environment and physical literacy of adolescents.Scientific reports · 2025Article
- Exploration of factors affecting Australian students' mathematics grades: a multiple regression analysis based on PISA 2022 data.Frontiers in psychology · 2025Article
- Article
- Predicting the achievement emotions of elementary and middle school students in online learning based on control-value theory.Frontiers in psychology · 2025Article
- Achievement emotion in war victim children: A study on Syrian primary and secondary school students in Turkey.Global mental health (Cambridge, England) · 2025Article
- Differential roles of brain oscillations in numerical processing: evidence from resting-state EEG and mental number line.Frontiers in human neuroscience · 2024Article
- Emotions and interactive tangible tools for math achievement in primary schools.Frontiers in psychology · 2024Article
- Maths anxiety and subjective perception of control, value and success expectancy in mathematics.Royal Society open science · 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
- Perceived parental involvement influences students' academic buoyancy and adaptability: the mediating roles of goal orientations.Frontiers in psychology · 2023Article
- Using Reappraisal to Improve Outcomes for STEM Teachers and Students.Journal of cognition · 2023Article
- Measuring emotions in mathematics: the Achievement Emotions Questionnaire-Mathematics (AEQ-M).ZDM : the international journal on mathematics education · 2023Article
- "Tell me about": a logbook of teachers' changes from face-to-face to distance mathematics education.Educational studies in mathematics · 2021Article
- Future themes of mathematics education research: an international survey before and during the pandemic.Educational studies in mathematics · 2021Article
- The Role of Perception of Support in the Classroom on the Students' Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes.Frontiers in psychology · 2019Article
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3 authors.
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Abstract
Emotions and motivation are important for learning and achievement in mathematics. In this paper, we present an overview of research on students' emotions and motivation in mathematics. First, we briefly review how early research has developed into the current state-of-the-art and outline the following key characteristics of emotions and motivation: objects, valence, temporal stability (vs. variability), and situational specificity (vs. generality). Second, we summarize major theories in the field (the control-value theory of achievement emotions, expectancy-value theory of achievement-related motivation, self-determination theory of human motivation, and social-cognitive theory of self-efficacy). Third, we present an overview of instructional characteristics that have been shown to foster emotions and motivation. Fourth, we provide an overview of the contributions to the special issue on "Emotions and Motivation in Mathematics Education and Educational Psychology." Finally, we suggest directions for future research in the field with respect to advancing theory, improving measurement, and considering diversity and inclusion.
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