Emotion management in mathematics test

The main purpose of this study is identifying and comparing profiles of high-performing students group and lowperformingstudents group in terms of type of emotions reported in test context and frequency of using emotionmanagement strategies mobilized. This study is based on a special methodological protocol where we selected asample of 44 students. We used two translated, adapted and validated measuring instruments. Scale of AchievementEmotions Questionnaire for Pre- Adolescents and survey which we developed. According to statistical analysis,especially correlation coefficient, the findings show that there is a positive and significant relationship between usingemotion management strategies and expression of positive emotions in mathematic test context. Besides, the dataobtained by independent-samples T-test noted that high-performing students experienced positive emotions that tendto relate with effective using of emotion management strategies. However, low-performing students are expressednegative emotions; this situation is attributable to lack using these strategies