Beyond performance: Emotions before and after semi‐high‐stakes mathematics testing among school‐aged students

Students generally reported lower positive emotions after the assessment. The measured individual factors significantly predict both students' emotional states and their development during the assessment. Boys reported higher levels of positive emotions and lower anxiety, while younger students remained more positive during the assessment. Students who perceived themselves as competent experienced higher levels of positive and lower levels of negative emotions, whereas students who performed poorly showed a decline in positive emotions during the assessment. Future research could focus on whether support for emotional regulation affects student performance in test situations.