Students’ emotions (e.g., enjoyment, boredom) while doing math and their situational interest in mathematics are important for their learning of mathematics, but examinations of teachers’ judgments of students’ emotions and interest while solving tasks are rare. Moreover, we do not know much about the predictors of teachers’ judgments of students’ emotions and interest. In this study, we addressed preservice teachers’ judgments of students’ task-specific enjoyment, boredom, and situational interest and analyzed whether such judgments are related to preservice teachers’ own enjoyment, boredom, and interest. Furthermore, we aimed to analyze whether preservice teachers’ judgments differ between the two types of tasks under investigation (tasks with and without a connection to reality). To achieve these aims, 182 preservice teachers were randomly assigned to one of two study conditions. In one condition, preservice teachers' judgments of task-specific emotions and situational interest for fictitious 9th-grade students were measured, and in the second condition, preservice teachers' own task-specific emotions and situational interest were measured. The results show that preservice teachers' judgments of students’ task-specific emotions and situational interest differ for tasks with and without a connection to reality. Further, our findings indicate that preservice teachers’ judgments of students’ task-specific emotions and interest differ from preservice teachers' own task-specific emotions and interest. Implications for theoretical models of teachers’ judgments and consequences for teacher education are discussed.

学生在做数学时的情绪（例如，享受、无聊）和他们对数学的情境兴趣对他们的数学学习很重要，但很少有教师对学生在解决任务时的情绪和兴趣的判断。此外，我们对教师对学生情绪和兴趣的判断的预测因素知之甚少。在本研究中，我们探讨了职前教师对学生特定任务的乐趣、无聊和情境兴趣的判断，并分析了这些判断是否与职前教师自身的乐趣、无聊和兴趣有关。此外，我们的目的是分析职前教师的判断在所调查的两种类型的任务（与现实有联系和没有联系的任务）之间是否不同。为了实现这些目标，182 名职前教师被随机分配到两种研究条件之一。在一种情况下，测量了职前教师对虚构的 9 年级学生的任务特定情绪和情境兴趣的判断，在第二种情况下，测量了职前教师自己的任务特定情绪和情境兴趣。结果表明，职前教师对学生特定任务情绪和情境兴趣的判断对于与现实有联系和没有联系的任务是不同的。此外，我们的研究结果表明，职前教师对学生特定任务情绪和兴趣的判断不同于职前教师自己的特定任务情绪和兴趣。讨论了教师判断理论模型的含义和对教师教育的影响。