The use of self-generated drawings has been found to be a powerful strategy for problem solving. However, many students do not engage in drawing activities. In this study, we investigated the effects of the enjoyment of the drawing strategy, anxiety about the drawing strategy, and prior intramathematical performance on the use of the drawing strategy and modelling performance. We explored the role of the drawing strategy as a mediator between emotions and modelling and whether intramathematical performance moderated the effects of emotions (N = 220, mean age 14.5 years). Enjoyment and anxiety with respect to generating drawings and intramathematical performance predicted the use of the drawing strategy. Enjoyment positively affected modelling performance indirectly via the use of the drawing strategy. Anxiety negatively affected modelling performance via the use of the drawing strategy for students with lower intramathematical performance. Our findings demonstrate that experiencing activating emotions (i.e., enjoyment and anxiety) with respect to strategies and prior intramathematical performance are important for strategy use and modelling performance. Implications for the theory of self-generated drawing and the control-value theory of achievement emotions and practical implications for training and supporting the drawing strategy are discussed.

已经发现使用自生成图纸是解决问题的有力策略。但是，许多学生没有参加绘画活动。在这项研究中，我们调查了绘画策略的乐趣，对绘画策略的焦虑以及先前的数学内性能对绘画策略的使用和建模性能的影响。我们探讨了绘画策略作为情绪与建模之间的中介者的作用，以及数学内的表现是否减轻了情绪的影响（N = 220，平均年龄14.5岁）。关于生成图形和数学内性能的愉悦和焦虑预示了图形策略的使用。享受通过使用绘图策略间接地影响了建模性能。焦虑对于数学能力较低的学生通过使用绘画策略对建模表现产生负面影响。我们的发现表明，就策略和先前的数学内性能而言，经历激活情绪（即享受和焦虑）对于策略使用和建模性能很重要。讨论了自生成绘图理论和成就情绪控制值理论的含义以及对训练和支持绘图策略的实际含义。策略和先前的数学内性能方面的乐趣和焦虑对于策略的使用和建模性能而言很重要。讨论了自生成绘图理论和成就情绪控制值理论的含义以及对训练和支持绘图策略的实际含义。策略和先前的数学内性能方面的乐趣和焦虑对于策略的使用和建模性能而言很重要。讨论了自生成绘图理论和成就情绪控制值理论的含义以及对训练和支持绘图策略的实际含义。