anxiety

Considering teachers' beliefs, motivation, and emotions regarding teaching mathematics with digital tools: The effect of an in-service teacher training

We show that orientations can be successfully fostered—while individual differences exist in the effect and success of interventions.

Students' coping with the self-regulatory demand of crisis-driven digitalization in university mathematics instruction: do motivational and emotional orientations make a difference?

We investigated the role of students’ motivational and emotional orientations regarding mathematics in coping with the high self-regulatory demand due to the radical shift from face-to-face lectures to online learning in university mathematics instruction—induced by the COVID-19 pandemic.