@article{58516,
  abstract     = {{<jats:title>Abstract</jats:title>
          <jats:p>Academic emotions play a crucial role in mathematics learning, significantly influencing motivation, academic achievement, and career aspirations in mathematics. With the notable increase in research on emotions in recent years, our review uses Pekrun’s control-value theory with two primary objectives: to systematically describe the characteristics of emotions in recent research through a systematic review, and to synthesize evidence on the relationships between specific emotions, control-value antecedents, and mathematics achievement via a meta-analysis. The systematic review of 112 studies revealed that more than 100 specific emotions have been addressed in recent research, which we analyzed based on key emotion characteristics: valence and activation, type of object, temporal stability, and social context. The findings from the systematic review provide an overview of mathematics-specific objects that emotions have referred to in the most recent research. The subsequent meta-analysis demonstrated that mathematics achievement (e.g., test scores and grades) was positively related to enjoyment, hope, and pride (<jats:inline-formula>
              <jats:alternatives>
                <jats:tex-math>$$\overline{r}$$</jats:tex-math>
                <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML">
                  <mml:mover>
                    <mml:mi>r</mml:mi>
                    <mml:mo>¯</mml:mo>
                  </mml:mover>
                </mml:math>
              </jats:alternatives>
            </jats:inline-formula> = .247, .224, and .344, respectively) but negatively related to anger, boredom, frustration, hopelessness, and shame (<jats:inline-formula>
              <jats:alternatives>
                <jats:tex-math>$$\overline{r}$$</jats:tex-math>
                <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML">
                  <mml:mover>
                    <mml:mi>r</mml:mi>
                    <mml:mo>¯</mml:mo>
                  </mml:mover>
                </mml:math>
              </jats:alternatives>
            </jats:inline-formula>= − .322, − .187, − .207, − .378, and − .291, respectively). Theoretical and practical implications of these results are discussed.</jats:p>}},
  author       = {{Schönherr, Johanna and Schukajlow, Stanislaw and Pekrun, Reinhard}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Emotions in mathematics learning: a systematic review and meta-analysis}}},
  doi          = {{10.1007/s11858-025-01651-w}},
  year         = {{2025}},
}

@article{59703,
  author       = {{Schönherr, Johanna and Mayer, Richard E.}},
  issn         = {{0361-476X}},
  journal      = {{Contemporary Educational Psychology}},
  publisher    = {{Elsevier BV}},
  title        = {{{Maximizing the benefits of student-generated drawing for real-world problem solving}}},
  doi          = {{10.1016/j.cedpsych.2025.102369}},
  volume       = {{81}},
  year         = {{2025}},
}

@article{56236,
  abstract     = {{<jats:title>Abstract</jats:title><jats:sec><jats:title>Background</jats:title><jats:p>Real‐world problems are important in math instruction, but they do not necessarily trigger students' task motivation. Personalizing real‐world problems by (1) matching problems to students' shared living environment (context personalization) and (2) asking students to pose their own problems (active personalization) might be two interventions to increase students' task motivation.</jats:p></jats:sec><jats:sec><jats:title>Aim</jats:title><jats:p>In the current study, we investigated the effects of context personalization and active personalization on students' self‐efficacy expectations, intrinsic value, attainment value, utility value, and cost.</jats:p></jats:sec><jats:sec><jats:title>Sample</jats:title><jats:p>The participants were 28 fifth‐ and sixth‐grade students who voluntarily took part in a six‐month afterschool program in which they posed problems with the aim of creating a math walk in their hometown.</jats:p></jats:sec><jats:sec><jats:title>Method</jats:title><jats:p>Using a within‐subjects design, at the end of the afterschool program, the students rated their self‐efficacy expectations and task values for four self‐developed problems associated with their hometown, four peer‐developed problems associated with their hometown, and four instructor‐provided problems associated with unfamiliar locations.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>Students reported higher self‐efficacy expectations, intrinsic value, attainment value, and utility value for active‐personalized than non‐personalized problems. To a lesser extent, context personalization promoted intrinsic value and attainment value. No effect was found for cost.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>Active personalization (i.e. asking students to pose their own real‐world problems) is suited to enhance students' task motivation, specifically their self‐efficacy expectations, intrinsic value, attainment value, and utility value. Context personalization still boosts students' intrinsic value and attainment value. Implementation in classroom instruction is discussed.</jats:p></jats:sec>}},
  author       = {{Schönherr, Johanna}},
  issn         = {{0007-0998}},
  journal      = {{British Journal of Educational Psychology}},
  number       = {{2}},
  pages        = {{407--424}},
  publisher    = {{Wiley}},
  title        = {{{Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value}}},
  doi          = {{10.1111/bjep.12653}},
  volume       = {{94}},
  year         = {{2024}},
}

@article{54836,
  author       = {{Schönherr, Johanna and Schukajlow, Stanislaw}},
  issn         = {{0742-051X}},
  journal      = {{Teaching and Teacher Education}},
  publisher    = {{Elsevier BV}},
  title        = {{{Preservice teachers' judgments of students’ expectations of success and task values: Close relations with their personal task motivation}}},
  doi          = {{10.1016/j.tate.2024.104659}},
  volume       = {{148}},
  year         = {{2024}},
}

@article{56235,
  author       = {{Schönherr, Johanna and Strohmaier, Anselm R. and Schukajlow, Stanislaw}},
  issn         = {{1747-938X}},
  journal      = {{Educational Research Review}},
  publisher    = {{Elsevier BV}},
  title        = {{{Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education}}},
  doi          = {{10.1016/j.edurev.2024.100639}},
  volume       = {{45}},
  year         = {{2024}},
}

@inbook{56237,
  author       = {{Schönherr, Johanna and Mayer, Richard E.}},
  booktitle    = {{Lecture Notes in Computer Science}},
  isbn         = {{9783031712906}},
  issn         = {{0302-9743}},
  publisher    = {{Springer Nature Switzerland}},
  title        = {{{Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling}}},
  doi          = {{10.1007/978-3-031-71291-3_26}},
  year         = {{2024}},
}

@article{46569,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>External visualization (i.e., physically embodied visualization) is central to the teaching and learning of mathematics. As external visualization is an important part of mathematics at all levels of education, it is diverse, and research on external visualization has become a wide and complex field. The aim of this scoping review is to characterize external visualizations in recent mathematics education research in order to develop a common ground and guide future research. A qualitative content analysis of the full texts of 130 studies published between 2018 and 2022 applied a deductive-inductive coding procedure to assess four dimensions: visualization product or process, type of visualization, media, and purpose. The analysis revealed different types of external visualizations including visualizations with physical resemblance ranging from pictorial to abstract visualizations as well as three types of visualizations with structural resemblance: length, area, and relational visualizations. Future research should include measures of visualization products or processes to help explain the demands and affordances that different types of visualizations present to learners and teachers.</jats:p>}},
  author       = {{Schoenherr, Johanna and Schukajlow, Stanislaw}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Characterizing external visualization in mathematics education research: a scoping review}}},
  doi          = {{10.1007/s11858-023-01494-3}},
  year         = {{2023}},
}

@article{45334,
  author       = {{Schönherr, Johanna and Schukajlow, S. and Blomberg, J. and Leopold, C.}},
  journal      = {{Applied Cognitive Psychology, ac3930}},
  number       = {{2}},
  pages        = {{402--417}},
  title        = {{{Effects of drawing instructions and strategic knowledge on mathematical modeling performance: Mediated by the use of the drawing strategy}}},
  doi          = {{10.1002/acp.3930}},
  volume       = {{36}},
  year         = {{2022}},
}

@inproceedings{45339,
  author       = {{Schönherr, Johanna and Schukajlow, S. and Leopold, C.}},
  booktitle    = {{Proceedings of the 45th PME Conference}},
  pages        = {{347–354}},
  title        = {{{Drawing instructions, strategic knowledge, strategy-based motivation, and students' use of drawings}}},
  volume       = {{3}},
  year         = {{2022}},
}

@article{45335,
  author       = {{Schönherr, Johanna and Schukajlow, S. and Blomberg, J.}},
  journal      = {{mathematik lehren}},
  pages        = {{22–27}},
  title        = {{{Was ist eine gute Skizze? Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie fördern}}},
  volume       = {{224}},
  year         = {{2021}},
}

@article{45333,
  author       = {{Schönherr, Johanna and Schukajlow, S. and Blomberg, J. and Leopold, C.}},
  journal      = {{Mathematical Thinking and Learning}},
  title        = {{{Does strategic knowledge matter? Effects of strategic knowledge about drawing on students’ modeling competencies in the domain of geometry}}},
  doi          = {{10.1080/10986065.2021.2012741}},
  year         = {{2021}},
}

@article{45342,
  author       = {{Schönherr, Johanna and Blomberg, J. and Schukajlow, S. and Leopold, C.}},
  journal      = {{Contemporary Educational Psychology}},
  title        = {{{Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance}}},
  doi          = {{10.1016/j.cedpsych.2021.101967}},
  volume       = {{65}},
  year         = {{2021}},
}