Understanding the structure, antecedents, and outcomes of students' emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire--Mathematics (AEQ-M), a self-report instrument assessing students' mathematics-related emotions. The AEQ-M measures seven…

Based on control-value theory (CVT), we examined longitudinal relations between students' control and value appraisals, three activity-related achievement emotions (enjoyment, anger, and boredom), and math achievement (N = 1,716 fifth and seventh grade students). We assessed appraisals and emotions with self-report measures of perceived competence…

This study analyzed gender differences in achievement emotions in the domain of mathematics. Based on Pekrun's (2000, 2006) control-value theory of achievement emotions, we hypothesized that there are gender differences in mathematics emotions due to the students' different levels of control and value beliefs in mathematics, even when controlling…