Stacy A Blondin, Reem AlSukait, Rachel Bleiweiss-Sande, Christina D Economos, Lindsay A Tanskey, Jeanne P Goldberg
Processed and Packed: How Refined Are the Foods That Children Bring to School for Snack and Lunch?
Journal of the Academy of Nutrition and Dietetics
understanding structure antecedents outcomes students emotions become topic major interest research mathematics education much work based achievement emotions questionnairemathematics aeqm selfreport instrument assessing students mathematicsrelated emotions aeqm measures seven emotions enjoyment pride anger anxiety shame hopelessness boredom across class learning test contexts internal structure based controlvalue theory assumed emotions evoked control value appraisals influence students motivation learning strategies performance external relations despite popularity frequent use aeqm research leading development never published creating uncertainty validity proposed internal structure external relations close gap study 1 n 781 students grades 510 mean age 141 years 535 female demonstrating emotions organized across contexts linked proposed antecedents outcomes study 2 n 699 students grade 7 9 mean age 140 years 569 female addresses another deficit research aeqm lack evidence regarding assumption emotions represent sets interrelated affective cognitive motivational physiologicalexpressive components close gap evaluating extended aeqm scales systematically assessing components five core mathematics emotions enjoyment anger anxiety hopelessness boredom work provides solid grounds future research using aeqm assess emotions components domain mathematics