The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics?

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Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, background): “…2010), and in some subjects more than others (Goetz et al., 2006a,b, 2007; Frenzel et al., 2007; Nett et al., 2010, 2011; Daschmann et al., 2011; Schukajlow and Rakoczy, 2016; Peixoto et al., 2017), frequently resulting in loneliness and withdrawal, feelings of confinement and disempowerment,…”
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments (2018, background): “Schukajlow and Rakoczy (2016) contend that research on academic outcomes of boredom has typically focused on course-level grades or GPAs rather than test performance.”
Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions (2019, background): “Finally, Schukajlow and Rakoczy (2016) demonstrated that grade 9 students found cognitively demanding modelling problems enjoyable, impacting positively on interest and performance.”
Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017, background): “As students’ emotions such as enjoyment and boredom are related to their interest (Pekrun et al. 2011; Tulis and Ainley 2011; Schukajlow and Rakoczy 2016; Winberg et al. 2014), similar differences can also be expected for students’ emotions.”