Emotions and Motivation in Mathematics Education: Where We Are Today and Where We Need to Go

Autor/inn/en	Schukajlow, S.; Rakoczy, K.; Pekrun, R.
Titel	Emotions and Motivation in Mathematics Education: Where We Are Today and Where We Need to Go
Quelle	In: ZDM: Mathematics Education, 55 (2023) 2, S.249-267 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schukajlow, S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-022-01463-2
Schlagwörter	Mathematics Education; Student Motivation; Psychological Patterns; Educational Research; Learning; Mathematics Achievement; Educational Theories; Educational Practices; Journal Articles; Educational Psychology + Suchen Sie Ihr Suchwort? Mathematische Bildung; Schulische Motivation; Bildungsforschung; Pädagogische Forschung; Lernen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Educational theory; Theory of education; Bildungstheorie; Bildungspraxis; Journal article; Zeitschriftenaufsatz; Erziehungspsychologie; Pädagogische Psychologie
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01