Abstract not found

This study concentrates on the dynamic interplay of affect and cognition in school mathematics learning. The aim of the study is to produce a systematic analysis and rich theoretical description of the functioning of affect and cognition in socio-culturally and contextually conditioned mathematics learning situations. The analysis and dynamic description are presented in close connection with the obtained research results of mathematics education and affect. The included meta-analysis or theoretical synthesis of previous research results is developed with respect to important recent conceptualizations of metacognition, self-regulation, and self-systems and to learning models applied in the scientific field of general educational psychology or within the psychological research of mathematics education. Various conceptualizations and models of affect, learning, and self-regulation are integrated in the study into a unified understanding of personal learning processes with affect and mathematics. The basic idea of the study consists of an emphasis laid on dynamic theoretical analyses and illustrations dealing with affect and mathematics learning or performances in the