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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]] | | [[Categoría:Matemáticas]] |