Serie prácticas educativas/31. Ansiedad hacia las matemáticas/Referencias

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6. Carey, E., Hill, F., Devine, A. y Szűcs, D. (2016) The Chicken or the Egg? The direction of the relationship between mathematics anxiety and mathematics performance. Frontiers in Psychology, 6: 1987. doi: 10.3389/fpsyg.2015.01987
7. Carey, E., Hill, F., Devine, A., y Szűcs, D. (2017). The Modified Abbreviated Math Anxiety Scale: A Valid and Reliable Instrument for Use with Children. Frontiers in Psychology, 8:11. doi: 10.3389/fpsyg.2017.00011
8. Chouinard, R., Karsenti, T., y Roy, N. (2007). Relations among competence beliefs, utility value, achievement goals, and effort in mathematics. British Journal of Educational Psychology, 77, 501–517. doi: 10.1348/000709906X133589
9. Devine, A., Hill, F., Carey, E., Szűcs, D. (2018). Cognitive and emotional math problems largely dissociate: Prevalence of Developmental Dyscalculia and Mathematics Anxiety. Journal of Educational Psychology, 110(3), 431-444. doi: 10.1037/edu0000222
10. Dowker A (2005), ‘Maths doesn’t like me any more’: Role of attitudes and emotions. In: Dowker (2005): Individual differences in arithmetic. Psychology Press. Hove and New York.
11. Dweck, C. S. (2007). Is Math a Gift? Beliefs that put females at risk. In S. J. Ceci y W. M. Williams (Eds.), Why aren't more women in science? Top researchers debate the evidence (pp. 47-55). Washington, DC, US: American Psychological Association. doi: 10.1037/11546-004
12. Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., y Szűcs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences, 48, 45-53. doi: 10.1016/j.lindif.2016.02.006
13. Hopko, D. R., Mahadevan, R., Bare, R. L., y Hunt, M. K. (2003). The Abbreviated Math Anxiety Scale (AMAS): Construction, Validity, and Reliability, Assessment, 10; 178 doi: 10.1177/1073191103010002008
14. Mammarella, I. C., Caviola, S., y Dowker, A. Eds. (2019). Mathematics anxiety: What is known andwhat is still to be understood. London: Routledge, Taylor y Francis Group
15. Mammarella, I. C., Donolato, E., Caviola, S., y Giofre, D. (2018). Anxiety profiles and protective factors: A latent profile analysis. Personality y Individual Differences, 124, 201-208. doi: 10.1016/j. paid.2017.12.017
16. Park, D., Ramirez, G., y Beilock, S. L. (2014). The role of expressive writing in math anxiety. Journal of Experimental Psychology. Applied, 20(2), 103–111. doi: 10.1037/xap0000013
17. Ramirez, G., y Beilock, S. L. (2011). Writing About Testing Worries Boosts Exam Performance in the Classroom. Science, 331, 211-213. doi:10.1126/science.1199427
18. Richardson F. C, Suinn R. M (1972), The mathematics anxiety rating scale. Journal of Counselling Psychology. 19, 551-554.
19. Zirk J, Lamptey C, Devine A, Haggard M, Szűcs D (2013) Help avoidance underlies math anxiety in 8 to 11-year-old children: A structural equation modelling study. Developmental Science, 17, 366- 375.