Evidence map›Paper›PMID 41280194›Full record

ArticleFrontiers in psychology2025

Teaching and learning high school mathematics in the post-COVID-19 era: investigating the emotion factor.

Georgios Polydoros, Alexandros-Stamatios Antoniou, Ilias Vasileiou, Charis Polydoros

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Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Georgios PolydorosDepartment of Mathematics and Applied Mathematics, University of Crete, Heraklion, Greece.
Alexandros-Stamatios AntoniouDepartment of Primary Education, National and Kapodistrian University of Athens, Athens, Greece.
Ilias VasileiouDepartment of Primary Education, National and Kapodistrian University of Athens, Athens, Greece.
Charis PolydorosDepartment of Primary Education, National and Kapodistrian University of Athens, Athens, Greece.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Introduction: Emotions play a pivotal role in learning, particularly in the post-COVID-19 era where online instruction has become prevalent. Despite this, emotional engagement in online mathematics remains underexplored. Methods: The study introduces the Results: The analyses confirmed a robust three-factor structure (Useful, Unuseful, Neutral Emotions) with high reliability and significant correlations between emotional states and academic performance. Discussion: Findings highlight the predictive power of positive emotions for academic success and propose AOEQ as an innovative tool for evaluating emotional engagement in virtual learning.

Indexed as

AOEQ modelemotional engagementhigh school educationonline mathematics learningpost-COVID-19 era

Identifiers

PMID41280194
PMCPMC12631142

What OpenQuestion holds

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.