Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Anni E, Julia Hill, Jodie Hunter
The University of Melbourne
⬇ Download PDFStudent wellbeing encompasses both hedonic (feeling good) and eudaimonic (functioning well) aspects, yet how students articulate these dimensions in mathematics remains underexplored. Drawing on survey responses from 1,192 students, this study examines the extent to which students mention hedonic, eudaimonic, or both aspects when describing their mathematical wellbeing. Findings showed 61% mentioned eudaimonic-only, 36% mentioned both, and 3% mentioned hedonic-only. Among those describing both, 542 described functioning before feeling, whereas only 41 described the reverse. This suggests positive emotions are experienced alongside successful functioning—particularly through relationships and accomplishment—highlighting the importance of supporting students to function well in mathematics.
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