Research on the affective dimensions of mathe-matics learning and achievement has tended to focus onnegative emotions and on mathematics anxiety in particular,with much less work on positive emotions. Drawing from apositive education perspective, we aim to contribute to thegrowing literature on positive emotions and learning. Wehypothesize that positive emotions are associated withlearning and achievement in mathematics, even when math-ematics anxiety is considered. Filipino students enrolled in acollege trigonometry course completed the Academic Emo-tions Questionnaire-Mathematics and scales assessing theirself-efficacy and self-regulation in trigonometry. Students’final grades for the course were recorded with their informedconsent. Hierarchical regression analysis indicated thaten-joymentandprideexplained a significant amount of variancein the final grades, self-regulation, and self-efficacy, evenafter accounting for the variance explained by gender andanxiety. Although the results cannot be interpreted as indi-cating a causal relationship between positive emotions andachievement, the results indicate how positive emotions inmathematics learning can contribute to a more balancedpicture of the role of affective states in mathematics learning

• Beyond Math Anxiety: Positive Emotions Predict MathematicsAchievement, Self-Regulation, and Self-Efficacy