Emotions and motivation in mathematics education: Where we are today and where we need to go

doi:10.1007/s11858-022-01463-2

. 2023;55(2):249-267.

doi: 10.1007/s11858-022-01463-2. Epub 2023 Jan 18.

Emotions and motivation in mathematics education: Where we are today and where we need to go

S Schukajlow¹, K Rakoczy², R Pekrun^{3

4

5}

Affiliations

¹ Institute of Mathematics Education and Computer Science Education, University of Münster, Henriette-Son-Str. 19, 48149 Münster, Germany.
² Department of Early Childhood and Teacher Education, University of Giessen, Karl-Glöckner-Str. 21B, 35394 Giessen, Germany.
³ Department of Psychology, University of Essex, Wivenhoe Park, Colchester, CO4 3SQ UK.
⁴ Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia.
⁵ Department of Psychology, University of Munich, Munich, Germany.

PMID: 36684477
PMCID: PMC9845103
DOI: 10.1007/s11858-022-01463-2

Emotions and motivation in mathematics education: Where we are today and where we need to go

S Schukajlow et al. ZDM. 2023.

. 2023;55(2):249-267.

doi: 10.1007/s11858-022-01463-2. Epub 2023 Jan 18.

Authors

S Schukajlow¹, K Rakoczy², R Pekrun^{3

4

5}

Affiliations

¹ Institute of Mathematics Education and Computer Science Education, University of Münster, Henriette-Son-Str. 19, 48149 Münster, Germany.
² Department of Early Childhood and Teacher Education, University of Giessen, Karl-Glöckner-Str. 21B, 35394 Giessen, Germany.
³ Department of Psychology, University of Essex, Wivenhoe Park, Colchester, CO4 3SQ UK.
⁴ Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia.
⁵ Department of Psychology, University of Munich, Munich, Germany.

PMID: 36684477
PMCID: PMC9845103
DOI: 10.1007/s11858-022-01463-2

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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Objects in mathematics education

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References

1. Achmetli, K., & Schukajlow, S. (2019). Multiple solution, the experience of competence and interest. In M. Hannula, G. Leder, F. Morselli, M. Vollstedt, & Q. Zhang (Eds.), Affect in mathematics education (pp. 39–65). Springer.
1. Bandura, A. (2003). Self-efficacy: The exercise of control (6th ed.). Freeman.
1. Barron, K. E., & Hulleman, C. S. (2015). Expectancy-value-cost model of motivation. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed., pp. 503–509). Elsevier.
1. Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134–168. - PMC - PubMed
1. Batchelor S, Torbeyns J, Verschaffel L. Affect and mathematics in young children: An introduction. Educational Studies in Mathematics. 2019;100(3):201–209. doi: 10.1007/s10649-018-9864-x. - DOI

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[1] Achmetli, K., & Schukajlow, S. (2019). Multiple solution, the experience of competence and interest. In M. Hannula, G. Leder, F. Morselli, M. Vollstedt, & Q. Zhang (Eds.), Affect in mathematics education (pp. 39–65). Springer.

[2] Achmetli, K., & Schukajlow, S. (2019). Multiple solution, the experience of competence and interest. In M. Hannula, G. Leder, F. Morselli, M. Vollstedt, & Q. Zhang (Eds.), Affect in mathematics education (pp. 39–65). Springer.

[3] Bandura, A. (2003). Self-efficacy: The exercise of control (6th ed.). Freeman.

[4] Bandura, A. (2003). Self-efficacy: The exercise of control (6th ed.). Freeman.

[5] Barron, K. E., & Hulleman, C. S. (2015). Expectancy-value-cost model of motivation. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed., pp. 503–509). Elsevier.

[6] Barron, K. E., & Hulleman, C. S. (2015). Expectancy-value-cost model of motivation. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed., pp. 503–509). Elsevier.

[7] Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134–168. - PMC - PubMed

[8] Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134–168. - PMC - PubMed

[9] Batchelor S, Torbeyns J, Verschaffel L. Affect and mathematics in young children: An introduction. Educational Studies in Mathematics. 2019;100(3):201–209. doi: 10.1007/s10649-018-9864-x. - DOI

[10] Batchelor S, Torbeyns J, Verschaffel L. Affect and mathematics in young children: An introduction. Educational Studies in Mathematics. 2019;100(3):201–209. doi: 10.1007/s10649-018-9864-x. - DOI

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Emotions and motivation in mathematics education: Where we are today and where we need to go

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Emotions and motivation in mathematics education: Where we are today and where we need to go

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