The research project Math and Emotion focuses on affective correlates of mathematical learning. Mathematical self-beliefs (i.e. students’ appraisals of their abilities) and positive and negative achievement emotions are reciprocally linked to mathematical achievement. This project will give more insight into the nature of the relations between these affective factors and mathematical achievement, by combining a large-scale survey study (Chapters 1, 2) with an experimental manipulation in typical developing children (Chapter 3) and an intervention study in children with mathematical disabilities (Chapter 4). The project is primarily grounded on Pekrun’s control-value theory.
