---
res:
  bibo_abstract:
  - "<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>@eng"
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Johanna
      foaf_name: Schönherr, Johanna
      foaf_surname: Schönherr
      foaf_workInfoHomepage: http://www.librecat.org/personId=99409
  - foaf_Person:
      foaf_givenName: Stanislaw
      foaf_name: Schukajlow, Stanislaw
      foaf_surname: Schukajlow
  - foaf_Person:
      foaf_givenName: Reinhard
      foaf_name: Pekrun, Reinhard
      foaf_surname: Pekrun
  bibo_doi: 10.1007/s11858-025-01651-w
  dct_date: 2025^xs_gYear
  dct_isPartOf:
  - http://id.crossref.org/issn/1863-9690
  - http://id.crossref.org/issn/1863-9704
  dct_language: eng
  dct_publisher: Springer Science and Business Media LLC@
  dct_title: 'Emotions in mathematics learning: a systematic review and meta-analysis@'
...