数学元情绪对中学生数学任务感知价值的影响：同伴关系的调节作用

In response to the widespread issue of maths anxiety among secondary school students today, this study focuses on the variable of meta-emotions towards mathematics. It explores how students’ ability to monitor and regulate their emotions towards maths learning influences their perceived value of maths tasks, and examines the moderating role of peer relationships in this context. This study employed convenience sampling to select 294 junior secondary school students from a secondary school in Chengdu as the study sample. A questionnaire survey method was used, with data collected via three revi