[{"status":"public","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n          <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>\r\n              <jats:alternatives>\r\n                <jats:tex-math>$$\\overline{r}$$</jats:tex-math>\r\n                <mml:math xmlns:mml=\"http://www.w3.org/1998/Math/MathML\">\r\n                  <mml:mover>\r\n                    <mml:mi>r</mml:mi>\r\n                    <mml:mo>¯</mml:mo>\r\n                  </mml:mover>\r\n                </mml:math>\r\n              </jats:alternatives>\r\n            </jats:inline-formula> = .247, .224, and .344, respectively) but negatively related to anger, boredom, frustration, hopelessness, and shame (<jats:inline-formula>\r\n              <jats:alternatives>\r\n                <jats:tex-math>$$\\overline{r}$$</jats:tex-math>\r\n                <mml:math xmlns:mml=\"http://www.w3.org/1998/Math/MathML\">\r\n                  <mml:mover>\r\n                    <mml:mi>r</mml:mi>\r\n                    <mml:mo>¯</mml:mo>\r\n                  </mml:mover>\r\n                </mml:math>\r\n              </jats:alternatives>\r\n            </jats:inline-formula>= − .322, − .187, − .207, − .378, and − .291, respectively). Theoretical and practical implications of these results are discussed.</jats:p>"}],"publication":"ZDM – Mathematics Education","type":"journal_article","language":[{"iso":"eng"}],"department":[{"_id":"913"}],"user_id":"99409","_id":"58516","citation":{"apa":"Schönherr, J., Schukajlow, S., &#38; Pekrun, R. (2025). Emotions in mathematics learning: a systematic review and meta-analysis. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-025-01651-w\">https://doi.org/10.1007/s11858-025-01651-w</a>","short":"J. Schönherr, S. Schukajlow, R. Pekrun, ZDM – Mathematics Education (2025).","mla":"Schönherr, Johanna, et al. “Emotions in Mathematics Learning: A Systematic Review and Meta-Analysis.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2025, doi:<a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>.","bibtex":"@article{Schönherr_Schukajlow_Pekrun_2025, title={Emotions in mathematics learning: a systematic review and meta-analysis}, DOI={<a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Schönherr, Johanna and Schukajlow, Stanislaw and Pekrun, Reinhard}, year={2025} }","ieee":"J. Schönherr, S. Schukajlow, and R. Pekrun, “Emotions in mathematics learning: a systematic review and meta-analysis,” <i>ZDM – Mathematics Education</i>, 2025, doi: <a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>.","chicago":"Schönherr, Johanna, Stanislaw Schukajlow, and Reinhard Pekrun. “Emotions in Mathematics Learning: A Systematic Review and Meta-Analysis.” <i>ZDM – Mathematics Education</i>, 2025. <a href=\"https://doi.org/10.1007/s11858-025-01651-w\">https://doi.org/10.1007/s11858-025-01651-w</a>.","ama":"Schönherr J, Schukajlow S, Pekrun R. Emotions in mathematics learning: a systematic review and meta-analysis. <i>ZDM – Mathematics Education</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>"},"year":"2025","publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","doi":"10.1007/s11858-025-01651-w","title":"Emotions in mathematics learning: a systematic review and meta-analysis","date_created":"2025-02-05T08:19:34Z","author":[{"first_name":"Johanna","full_name":"Schönherr, Johanna","id":"99409","last_name":"Schönherr"},{"full_name":"Schukajlow, Stanislaw","last_name":"Schukajlow","first_name":"Stanislaw"},{"last_name":"Pekrun","full_name":"Pekrun, Reinhard","first_name":"Reinhard"}],"publisher":"Springer Science and Business Media LLC","date_updated":"2025-05-27T12:16:26Z"},{"status":"public","type":"journal_article","publication":"Contemporary Educational Psychology","language":[{"iso":"eng"}],"article_number":"102369","user_id":"99409","department":[{"_id":"913"}],"_id":"59703","citation":{"ama":"Schönherr J, Mayer RE. Maximizing the benefits of student-generated drawing for real-world problem solving. <i>Contemporary Educational Psychology</i>. 2025;81. doi:<a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">10.1016/j.cedpsych.2025.102369</a>","chicago":"Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated Drawing for Real-World Problem Solving.” <i>Contemporary Educational Psychology</i> 81 (2025). <a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">https://doi.org/10.1016/j.cedpsych.2025.102369</a>.","ieee":"J. Schönherr and R. E. Mayer, “Maximizing the benefits of student-generated drawing for real-world problem solving,” <i>Contemporary Educational Psychology</i>, vol. 81, Art. no. 102369, 2025, doi: <a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">10.1016/j.cedpsych.2025.102369</a>.","apa":"Schönherr, J., &#38; Mayer, R. E. (2025). Maximizing the benefits of student-generated drawing for real-world problem solving. <i>Contemporary Educational Psychology</i>, <i>81</i>, Article 102369. <a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">https://doi.org/10.1016/j.cedpsych.2025.102369</a>","short":"J. Schönherr, R.E. Mayer, Contemporary Educational Psychology 81 (2025).","bibtex":"@article{Schönherr_Mayer_2025, title={Maximizing the benefits of student-generated drawing for real-world problem solving}, volume={81}, DOI={<a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">10.1016/j.cedpsych.2025.102369</a>}, number={102369}, journal={Contemporary Educational Psychology}, publisher={Elsevier BV}, author={Schönherr, Johanna and Mayer, Richard E.}, year={2025} }","mla":"Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated Drawing for Real-World Problem Solving.” <i>Contemporary Educational Psychology</i>, vol. 81, 102369, Elsevier BV, 2025, doi:<a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">10.1016/j.cedpsych.2025.102369</a>."},"intvolume":"        81","year":"2025","publication_status":"published","publication_identifier":{"issn":["0361-476X"]},"doi":"10.1016/j.cedpsych.2025.102369","title":"Maximizing the benefits of student-generated drawing for real-world problem solving","author":[{"first_name":"Johanna","id":"99409","full_name":"Schönherr, Johanna","last_name":"Schönherr"},{"full_name":"Mayer, Richard E.","last_name":"Mayer","first_name":"Richard E."}],"date_created":"2025-04-28T14:44:15Z","volume":81,"date_updated":"2025-05-27T12:15:42Z","publisher":"Elsevier BV"},{"publication_status":"published","publication_identifier":{"issn":["0007-0998","2044-8279"]},"issue":"2","year":"2024","citation":{"ama":"Schönherr J. Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value. <i>British Journal of Educational Psychology</i>. 2024;94(2):407-424. doi:<a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>","apa":"Schönherr, J. (2024). Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value. <i>British Journal of Educational Psychology</i>, <i>94</i>(2), 407–424. <a href=\"https://doi.org/10.1111/bjep.12653\">https://doi.org/10.1111/bjep.12653</a>","short":"J. Schönherr, British Journal of Educational Psychology 94 (2024) 407–424.","mla":"Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility Value.” <i>British Journal of Educational Psychology</i>, vol. 94, no. 2, Wiley, 2024, pp. 407–24, doi:<a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>.","bibtex":"@article{Schönherr_2024, title={Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value}, volume={94}, DOI={<a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>}, number={2}, journal={British Journal of Educational Psychology}, publisher={Wiley}, author={Schönherr, Johanna}, year={2024}, pages={407–424} }","chicago":"Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility Value.” <i>British Journal of Educational Psychology</i> 94, no. 2 (2024): 407–24. <a href=\"https://doi.org/10.1111/bjep.12653\">https://doi.org/10.1111/bjep.12653</a>.","ieee":"J. Schönherr, “Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value,” <i>British Journal of Educational Psychology</i>, vol. 94, no. 2, pp. 407–424, 2024, doi: <a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>."},"page":"407-424","intvolume":"        94","publisher":"Wiley","date_updated":"2025-05-27T12:15:31Z","date_created":"2024-09-24T18:02:43Z","author":[{"full_name":"Schönherr, Johanna","id":"99409","last_name":"Schönherr","first_name":"Johanna"}],"volume":94,"title":"Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value","doi":"10.1111/bjep.12653","type":"journal_article","publication":"British Journal of Educational Psychology","abstract":[{"text":"<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>","lang":"eng"}],"status":"public","_id":"56236","user_id":"99409","department":[{"_id":"913"}],"language":[{"iso":"eng"}]},{"publication_status":"published","publication_identifier":{"issn":["0742-051X"]},"year":"2024","citation":{"bibtex":"@article{Schönherr_Schukajlow_2024, title={Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation}, volume={148}, DOI={<a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>}, number={104659}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Schönherr, Johanna and Schukajlow, Stanislaw}, year={2024} }","short":"J. Schönherr, S. Schukajlow, Teaching and Teacher Education 148 (2024).","mla":"Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments of Students’ Expectations of Success and Task Values: Close Relations with Their Personal Task Motivation.” <i>Teaching and Teacher Education</i>, vol. 148, 104659, Elsevier BV, 2024, doi:<a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>.","apa":"Schönherr, J., &#38; Schukajlow, S. (2024). Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation. <i>Teaching and Teacher Education</i>, <i>148</i>, Article 104659. <a href=\"https://doi.org/10.1016/j.tate.2024.104659\">https://doi.org/10.1016/j.tate.2024.104659</a>","chicago":"Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments of Students’ Expectations of Success and Task Values: Close Relations with Their Personal Task Motivation.” <i>Teaching and Teacher Education</i> 148 (2024). <a href=\"https://doi.org/10.1016/j.tate.2024.104659\">https://doi.org/10.1016/j.tate.2024.104659</a>.","ieee":"J. Schönherr and S. Schukajlow, “Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation,” <i>Teaching and Teacher Education</i>, vol. 148, Art. no. 104659, 2024, doi: <a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>.","ama":"Schönherr J, Schukajlow S. Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation. <i>Teaching and Teacher Education</i>. 2024;148. doi:<a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>"},"intvolume":"       148","publisher":"Elsevier BV","date_updated":"2025-05-27T12:16:47Z","date_created":"2024-06-20T12:30:38Z","author":[{"first_name":"Johanna","last_name":"Schönherr","id":"99409","full_name":"Schönherr, Johanna"},{"full_name":"Schukajlow, Stanislaw","last_name":"Schukajlow","first_name":"Stanislaw"}],"volume":148,"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","type":"journal_article","publication":"Teaching and Teacher Education","status":"public","_id":"54836","user_id":"99409","department":[{"_id":"913"}],"article_number":"104659","language":[{"iso":"eng"}]},{"volume":45,"author":[{"first_name":"Johanna","last_name":"Schönherr","id":"99409","full_name":"Schönherr, Johanna"},{"last_name":"Strohmaier","full_name":"Strohmaier, Anselm R.","first_name":"Anselm R."},{"first_name":"Stanislaw","last_name":"Schukajlow","full_name":"Schukajlow, Stanislaw"}],"date_created":"2024-09-24T17:59:41Z","publisher":"Elsevier BV","date_updated":"2025-05-27T12:16:09Z","doi":"10.1016/j.edurev.2024.100639","title":"Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education","publication_identifier":{"issn":["1747-938X"]},"publication_status":"published","intvolume":"        45","citation":{"mla":"Schönherr, Johanna, et al. “Learning with Visualizations Helps: A Meta-Analysis of Visualization Interventions in Mathematics Education.” <i>Educational Research Review</i>, vol. 45, 100639, Elsevier BV, 2024, doi:<a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>.","short":"J. Schönherr, A.R. Strohmaier, S. Schukajlow, Educational Research Review 45 (2024).","bibtex":"@article{Schönherr_Strohmaier_Schukajlow_2024, title={Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education}, volume={45}, DOI={<a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>}, number={100639}, journal={Educational Research Review}, publisher={Elsevier BV}, author={Schönherr, Johanna and Strohmaier, Anselm R. and Schukajlow, Stanislaw}, year={2024} }","apa":"Schönherr, J., Strohmaier, A. R., &#38; Schukajlow, S. (2024). Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education. <i>Educational Research Review</i>, <i>45</i>, Article 100639. <a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">https://doi.org/10.1016/j.edurev.2024.100639</a>","ieee":"J. Schönherr, A. R. Strohmaier, and S. Schukajlow, “Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education,” <i>Educational Research Review</i>, vol. 45, Art. no. 100639, 2024, doi: <a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>.","chicago":"Schönherr, Johanna, Anselm R. Strohmaier, and Stanislaw Schukajlow. “Learning with Visualizations Helps: A Meta-Analysis of Visualization Interventions in Mathematics Education.” <i>Educational Research Review</i> 45 (2024). <a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">https://doi.org/10.1016/j.edurev.2024.100639</a>.","ama":"Schönherr J, Strohmaier AR, Schukajlow S. Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education. <i>Educational Research Review</i>. 2024;45. doi:<a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>"},"year":"2024","department":[{"_id":"913"}],"user_id":"99409","_id":"56235","language":[{"iso":"eng"}],"article_number":"100639","publication":"Educational Research Review","type":"journal_article","status":"public"},{"date_created":"2024-09-24T18:03:42Z","author":[{"full_name":"Schönherr, Johanna","id":"99409","last_name":"Schönherr","first_name":"Johanna"},{"first_name":"Richard E.","full_name":"Mayer, Richard E.","last_name":"Mayer"}],"publisher":"Springer Nature Switzerland","date_updated":"2025-05-27T12:15:57Z","doi":"10.1007/978-3-031-71291-3_26","title":"Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling","publication_identifier":{"issn":["0302-9743","1611-3349"],"isbn":["9783031712906","9783031712913"]},"publication_status":"published","citation":{"apa":"Schönherr, J., &#38; Mayer, R. E. (2024). Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling. In <i>Lecture Notes in Computer Science</i>. Springer Nature Switzerland. <a href=\"https://doi.org/10.1007/978-3-031-71291-3_26\">https://doi.org/10.1007/978-3-031-71291-3_26</a>","bibtex":"@inbook{Schönherr_Mayer_2024, place={Cham}, title={Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-71291-3_26\">10.1007/978-3-031-71291-3_26</a>}, booktitle={Lecture Notes in Computer Science}, publisher={Springer Nature Switzerland}, author={Schönherr, Johanna and Mayer, Richard E.}, year={2024} }","mla":"Schönherr, Johanna, and Richard E. Mayer. “Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling.” <i>Lecture Notes in Computer Science</i>, Springer Nature Switzerland, 2024, doi:<a href=\"https://doi.org/10.1007/978-3-031-71291-3_26\">10.1007/978-3-031-71291-3_26</a>.","short":"J. Schönherr, R.E. Mayer, in: Lecture Notes in Computer Science, Springer Nature Switzerland, Cham, 2024.","ama":"Schönherr J, Mayer RE. Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling. In: <i>Lecture Notes in Computer Science</i>. Springer Nature Switzerland; 2024. doi:<a href=\"https://doi.org/10.1007/978-3-031-71291-3_26\">10.1007/978-3-031-71291-3_26</a>","chicago":"Schönherr, Johanna, and Richard E. Mayer. “Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling.” In <i>Lecture Notes in Computer Science</i>. Cham: Springer Nature Switzerland, 2024. <a href=\"https://doi.org/10.1007/978-3-031-71291-3_26\">https://doi.org/10.1007/978-3-031-71291-3_26</a>.","ieee":"J. Schönherr and R. E. Mayer, “Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling,” in <i>Lecture Notes in Computer Science</i>, Cham: Springer Nature Switzerland, 2024."},"year":"2024","place":"Cham","department":[{"_id":"913"}],"user_id":"99409","_id":"56237","language":[{"iso":"eng"}],"publication":"Lecture Notes in Computer Science","type":"book_chapter","status":"public"},{"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","date_updated":"2024-05-02T07:56:23Z","volume":36,"date_created":"2023-05-29T17:25:47Z","author":[{"full_name":"Schönherr, Johanna","id":"99409","last_name":"Schönherr","first_name":"Johanna"},{"full_name":"Schukajlow, S.","last_name":"Schukajlow","first_name":"S."},{"full_name":"Blomberg, J.","last_name":"Blomberg","first_name":"J."},{"last_name":"Leopold","full_name":"Leopold, C.","first_name":"C."}],"year":"2022","page":"402-417","intvolume":"        36","citation":{"bibtex":"@article{Schönherr_Schukajlow_Blomberg_Leopold_2022, title={Effects of drawing instructions and strategic knowledge on mathematical modeling performance: Mediated by the use of the drawing strategy}, volume={36}, DOI={<a href=\"https://doi.org/10.1002/acp.3930\">10.1002/acp.3930</a>}, number={2}, journal={Applied Cognitive Psychology, ac3930}, author={Schönherr, Johanna and Schukajlow, S. and Blomberg, J. and Leopold, C.}, year={2022}, pages={402–417} }","mla":"Schönherr, Johanna, et al. “Effects of Drawing Instructions and Strategic Knowledge on Mathematical Modeling Performance: Mediated by the Use of the Drawing Strategy.” <i>Applied Cognitive Psychology, Ac3930</i>, vol. 36, no. 2, 2022, pp. 402–17, doi:<a href=\"https://doi.org/10.1002/acp.3930\">10.1002/acp.3930</a>.","short":"J. Schönherr, S. Schukajlow, J. Blomberg, C. Leopold, Applied Cognitive Psychology, Ac3930 36 (2022) 402–417.","apa":"Schönherr, J., Schukajlow, S., Blomberg, J., &#38; Leopold, C. (2022). Effects of drawing instructions and strategic knowledge on mathematical modeling performance: Mediated by the use of the drawing strategy. <i>Applied Cognitive Psychology, Ac3930</i>, <i>36</i>(2), 402–417. <a href=\"https://doi.org/10.1002/acp.3930\">https://doi.org/10.1002/acp.3930</a>","ama":"Schönherr J, Schukajlow S, Blomberg J, Leopold C. Effects of drawing instructions and strategic knowledge on mathematical modeling performance: Mediated by the use of the drawing strategy. <i>Applied Cognitive Psychology, ac3930</i>. 2022;36(2):402-417. doi:<a href=\"https://doi.org/10.1002/acp.3930\">10.1002/acp.3930</a>","ieee":"J. Schönherr, S. Schukajlow, J. Blomberg, and C. Leopold, “Effects of drawing instructions and strategic knowledge on mathematical modeling performance: Mediated by the use of the drawing strategy,” <i>Applied Cognitive Psychology, ac3930</i>, vol. 36, no. 2, pp. 402–417, 2022, doi: <a href=\"https://doi.org/10.1002/acp.3930\">10.1002/acp.3930</a>.","chicago":"Schönherr, Johanna, S. Schukajlow, J. Blomberg, and C. Leopold. “Effects of Drawing Instructions and Strategic Knowledge on Mathematical Modeling Performance: Mediated by the Use of the Drawing Strategy.” <i>Applied Cognitive Psychology, Ac3930</i> 36, no. 2 (2022): 402–17. <a href=\"https://doi.org/10.1002/acp.3930\">https://doi.org/10.1002/acp.3930</a>."},"publication_status":"published","issue":"2","language":[{"iso":"eng"}],"extern":"1","_id":"45334","department":[{"_id":"913"}],"user_id":"99409","status":"public","publication":"Applied Cognitive Psychology, ac3930","type":"journal_article"},{"publication":"Proceedings of the 45th PME Conference","type":"conference","status":"public","_id":"45339","department":[{"_id":"913"}],"user_id":"99409","extern":"1","language":[{"iso":"eng"}],"publication_status":"published","year":"2022","page":"347–354","intvolume":"         3","citation":{"ama":"Schönherr J, Schukajlow S, Leopold C. Drawing instructions, strategic knowledge, strategy-based motivation, and students’ use of drawings. 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