@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{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}},
}

@article{45343,
  author       = {{Schönherr, Johanna and Schukajlow, S. and Blomberg, J. and Leopold, C.}},
  journal      = {{Learning and Instruction}},
  title        = {{{The role of strategy-based motivation in mathematical problem solving: The case of learner-generated drawings}}},
  doi          = {{10.1016/j.learninstruc.2021.101561}},
  volume       = {{80}},
  year         = {{2021}},
}

@inproceedings{45330,
  author       = {{Schönherr, Johanna and Blomberg, J. and Schukajlow, S. and Rellensmann, J.}},
  booktitle    = {{Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education: PME}},
  editor       = {{Inprasitha, M. and Changsri, N. and Boonsena, N.}},
  pages        = {{46–54}},
  title        = {{{“Why don’t you make a drawing?" Motivation and strategy use in mathematical modelling}}},
  year         = {{2020}},
}

@article{45338,
  author       = {{Schönherr, Johanna and Schukajlow, S. and Leopold, C.}},
  journal      = {{ZDM – Mathematics Education}},
  number       = {{1}},
  pages        = {{97–110}},
  title        = {{{Measuring and investigating strategic knowledge about drawing to solve geometry modelling problems}}},
  doi          = {{10.1007/s11858-019-01085-1}},
  volume       = {{52}},
  year         = {{2020}},
}

@book{45331,
  author       = {{Schönherr, Johanna}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Selbst erstellte Skizzen beim mathematischen Modellieren: Ergebnisse einer empirischen Untersuchung [Self-generated drawings for modelling problems: Findings of an empirical study]}}},
  year         = {{2019}},
}

@article{45341,
  author       = {{Schönherr, Johanna and Schukajlow, S.}},
  journal      = {{ZDM Mathematics Education}},
  number       = {{3}},
  pages        = {{367–378}},
  title        = {{{Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality}}},
  doi          = {{10.1007/s11858-016-0819-3}},
  volume       = {{49}},
  year         = {{2017}},
}

@article{45340,
  author       = {{Schönherr, Johanna and Schukajlow, S.}},
  journal      = {{Journal für Mathematik-Didaktik}},
  pages        = {{171–196}},
  title        = {{{Do students enjoy computing a triangle’s side? Enjoyment and boredom while solving problems with and without a connection to reality from students’ and pre-service teachers’ perspectives}}},
  doi          = {{10.1007/s13138-017-0123-y}},
  volume       = {{39}},
  year         = {{2017}},
}

@article{45336,
  author       = {{Schönherr, Johanna and Schukajlow, S. and Leopold, C.}},
  journal      = {{Educational Studies in Mathematics}},
  number       = {{1}},
  pages        = {{53–78}},
  title        = {{{Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance}}},
  doi          = {{10.1007/s10649-016-9736-1}},
  volume       = {{95}},
  year         = {{2017}},
}

@inproceedings{45332,
  author       = {{Schönherr, Johanna and Schukajlow, S.}},
  booktitle    = {{Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education}},
  editor       = {{Csíkos, C. and Rausch, A. and Szitányi, J.}},
  pages        = {{131–138}},
  publisher    = {{PME}},
  title        = {{{Are mathematical problems boring? Boredom while solving problems with and without a connection to reality from students’ and pre-service teachers’ perspectives}}},
  volume       = {{4}},
  year         = {{2016}},
}