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Revisión del 14:00 30 may 2020

Ashcraft M. H (2003), Math anxiety: Personal, educational and cognitive consequences. Current Directions in Psychological Science, 11, 181-185
Ashcraft, M. H., y Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin y Review, 14, 243-248. doi:10.3758/BF03194059
Beilock, S. L., Gunderson, E. A., Ramirez, G., y Levine, S. C. (2010). Female teachers’ math anxiety affects girls' math achievement. PNAS, 107(5), 1860–3. doi: 10.1073/pnas.0910967107
Carey E, Devine A, Hill F, McLellan R, Szűcs D (2019). Understanding Mathematics Anxiety: Investigating the experiences of UK primary and secondary school students. 14 March 2019; https://doi. org/10.17863/CAM.37744 (Free online publication.)
Carey, E., Devine, A., Hill, F., Szűcs, D. (2017) Differentiating anxiety forms and their role in academic performance from primary to secondary school. Plos ONE 12(3): e0174418. https://doi.org/10.1371/ journal.pone.0174418
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
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
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
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
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.
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
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
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
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
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
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
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
Richardson F. C, Suinn R. M (1972), The mathematics anxiety rating scale. Journal of Counselling Psychology. 19, 551-554.
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.

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+# Ashcraft M. H (2003), Math anxiety: Personal, educational and cognitive consequences. Current Directions in Psychological Science, 11, 181-185
+# Ashcraft, M. H., y Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin y Review, 14, 243-248. doi:10.3758/BF03194059
-Ashcraft M. H (2003), Math anxiety: Personal, educational and cognitive consequences. Current Directions in Psychological Science, 11, 181-185
+# Beilock, S. L., Gunderson, E. A., Ramirez, G., y Levine, S. C. (2010). Female teachers’ math anxiety affects girls' math achievement. PNAS, 107(5), 1860–3. doi: 10.1073/pnas.0910967107
+# Carey E, Devine A, Hill F, McLellan R, Szűcs D (2019). Understanding Mathematics Anxiety: Investigating the experiences of UK primary and secondary school students. 14 March 2019; <nowiki>https://doi</nowiki>. org/10.17863/CAM.37744 (Free online publication.)
-Ashcraft, M. H., y Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bullettin y Review, 14, 243-248. doi:10.3758/BF03194059
+# Carey, E., Devine, A., Hill, F., Szűcs, D. (2017) Differentiating anxiety forms and their role in academic performance from primary to secondary school. Plos ONE 12(3): e0174418. <nowiki>https://doi.org/10.1371/</nowiki> journal.pone.0174418
+# 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
-Beilock, S. L., Gunderson, E. A., Ramirez, G., y Levine, S. C. (2010). Female teachers’ math anxiety affects girls' math achievement. PNAS, 107(5), 1860–3. doi: 10.1073/pnas.0910967107
+# 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
+# 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
-Carey E, Devine A, Hill F, McLellan R, Szűcs D (2019). Understanding Mathematics Anxiety: Investigating the experiences of UK primary and secondary school students. 14 March 2019; <nowiki>https://doi</nowiki>. org/10.17863/CAM.37744 (Free online publication.)
+# 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
+# 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.
-Carey, E., Devine, A., Hill, F., Szűcs, D. (2017) Differentiating anxiety forms and their role in academic performance from primary to secondary school. Plos ONE 12(3): e0174418. <nowiki>https://doi.org/10.1371/</nowiki> journal.pone.0174418
+# 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
+# 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
-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
+# 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
+# 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
-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
+# 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
+# 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
-Dowker A (2005), ‘Maths doesn’t like me any more’: Role of attitudes and emotions. In:
+# 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
+# Richardson F. C, Suinn R. M (1972), The mathematics anxiety rating scale. Journal of Counselling Psychology. 19, 551-554.
-Dowker (2005): Individual differences in arithmetic. Psychology Press. Hove and New York.
+# 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.
-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
-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
-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
-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
-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
-Mammarella, I. C., Caviola, S., y Dowker, A. Eds. (2019). Mathematics anxiety: What is known and what is still to be understood. London: Routledge, Taylor y Francis Group
-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
-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
-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
-Richardson F. C, Suinn R. M (1972), The mathematics anxiety rating scale. Journal of Counselling Psychology. 19, 551-554.
-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.
 [[Categoría:Matemáticas]]

Referencias

Revisión del 14:00 30 may 2020

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