References
Ashcraft, M. H. (2002). Math Anxiety: Personal, Educational, and Cognitive Consequences. Current Directions in Psychological Science, 11(5), 181–185. https://doi.org/10.1111/1467-8721.00196
Ashcraft, M. H. (2019). Models of Math Anxiety. In I. C. Mammarella, S. Caviola, & A. Dowker (Eds.), Mathematics Anxiety (1st ed., pp. 1–19). Routledge. https://doi.org/10.4324/9780429199981-1
Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130(2), 224–237. https://doi.org/10.1037/0096-3445.130.2.224
Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243–248. https://doi.org/10.3758/BF03194059
Ashcraft, M. H., & Moore, A. M. (2009). Mathematics Anxiety and the Affective Drop in Performance. Journal of Psychoeducational Assessment, 27(3), 197–205. https://doi.org/10.1177/0734282908330580
Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860–1863. https://doi.org/10.1073/pnas.0910967107
Beilock, S. L., & Maloney, E. A. (2015). Math Anxiety: A Factor in Math Achievement Not to Be Ignored. Policy Insights from the Behavioral and Brain Sciences, 2(1), 4–12. https://doi.org/10.1177/2372732215601438
Carkoglu, C., Eason, S. H., & Purpura, D. (2023). Building the Parent and Child Math Anxiety Network model from empirical evidence. Child Development Perspectives, 17(3–4), 115–121. https://doi.org/10.1111/cdep.12484
Chinn, S. J. (2021). The trouble with maths: A practical guide to helping learners with numeracy difficulties (Fourth edition.). Routledge.
Conole, G. (2015). THEORETICAL UNDERPINNINGS OF LEARNING DESIGN. https://doi-org.ezproxy.library.uvic.ca/10.4324/9781315693101
Cowan, N. (2014). Working Memory Underpins Cognitive Development, Learning, and Education. Educational Psychology Review, 26(2), 197–223. https://doi.org/10.1007/s10648-013-9246-y
Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and Performance: The Processing Efficiency Theory. Cognition & Emotion, 6(6), 409–434. https://doi.org/10.1080/02699939208409696
Glazier, J., & Bean, A. (2019). The promise of experiential education in teacher education: Transforming teacher beliefs and practices. Teaching Education, 30(3), 261–277. https://doi.org/10.1080/10476210.2018.1462312
Hunt, T. E., & Maloney, E. A. (2022). Appraisals of previous math experiences play an important role in math anxiety. Annals of the New York Academy of Sciences, 1515(1), 143–154. https://doi.org/10.1111/nyas.14805
John, J. E., Insouvanh, K., & Robnett, R. D. (2023). The Roles of Gender Identity, Peer Support, and Math Anxiety in Middle School Math Achievement. Journal of Research on Adolescence, 33(1), 230–250. https://doi.org/10.1111/jora.12800
Kamii, C., & Ewing, J. K. (1996). Basing Teaching on Piaget’s Constructivism. Childhood Education, 72(5), 260–264. https://doi.org/10.1080/00094056.1996.10521862
Kramarski, B., Weisse, I., & Kololshi-Minsker, I. (2010). How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety? ZDM, 42(2), 179–193. https://doi.org/10.1007/s11858-009-0202-8
Li, T., Quintero, M., Galvan, M., Shanafelt, S., Hasty, L. M., Spangler, D. P., Lyons, I. M., Mazzocco, M. M. M., Brockmole, J. R., Hart, S. A., & Wang, Z. (2023). The mediating role of attention in the association between math anxiety and math performance: An eye-tracking study. Journal of Educational Psychology, 115(2), 229–240. https://doi.org/10.1037/edu0000759
Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 16(8), 404–406. https://doi.org/10.1016/j.tics.2012.06.008
Passolunghi, M. C., De Vita, C., & Pellizzoni, S. (2020). Math anxiety and math achievement: The effects of emotional and math strategy training. Developmental Science, 23(6), e12964. https://doi.org/10.1111/desc.12964
Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of Experimental Child Psychology, 141, 83–100. https://doi.org/10.1016/j.jecp.2015.07.014
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math Anxiety, Working Memory, and Math Achievement in Early Elementary School. Journal of Cognition and Development, 14(2), 187–202. https://doi.org/10.1080/15248372.2012.664593
Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework. Educational Psychologist, 53(3), 145–164. https://doi.org/10.1080/00461520.2018.1447384
Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551–554. https://doi.org/10.1037/h0033456
Semeraro, C., Giofrè, D., Coppola, G., Lucangeli, D., & Cassibba, R. (2020). The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school. PLOS ONE, 15(4), e0231381. https://doi.org/10.1371/journal.pone.0231381
Shimizu, Y. (2022). Learning Engagement as a Moderator between Self-Efficacy, Math Anxiety, Problem-Solving Strategy, and Vector Problem-Solving Performance. Psych, 4(4), 816–832. https://doi.org/10.3390/psych4040060
Song, S., Li, T., Quintero, M., & Wang, Z. (2023). The link between math anxiety and math achievement: The role of afterschool learning. Journal of Numerical Cognition, 9(3), 418–432. https://doi.org/10.5964/jnc.11325
Storozuk, A., & Maloney, E. A. (2023). What’s Math Got to Do with It?: Establishing Nuanced Relations between Math Anxiety, Financial Anxiety, and Financial Literacy. Journal of Risk and Financial Management, 16(4), 238. https://doi.org/10.3390/jrfm16040238
Taber, K. S. (2024). Educational Constructivism. Encyclopedia, 4(4), 1534–1552. https://doi.org/10.3390/encyclopedia4040100
Wang, Z., Borriello, G. A., Oh, W., Lukowski, S., & Malanchini, M. (2021). Co-development of math anxiety, math self-concept, and math value in adolescence: The roles of parents and math teachers. Contemporary Educational Psychology, 67, 102016. https://doi.org/10.1016/j.cedpsych.2021.102016
Yu, Y., Hua, L., Feng, X., Wang, Y., Yu, Z., Zi, T., Zhao, Y., & Li, J. (2021). True Grit in Learning Math: The Math Anxiety-Achievement Link Is Mediated by Math-Specific Grit. Frontiers in Psychology, 12, 645793. https://doi.org/10.3389/fpsyg.2021.645793
Živković, M., Pellizzoni, S., Mammarella, I. C., & Passolunghi, M. C. (2022). Executive functions, math anxiety and math performance in middle school students. British Journal of Developmental Psychology, 40(3), 438–452. https://doi.org/10.1111/bjdp.12412
Živković, M., Pellizzoni, S., Mammarella, I. C., & Passolunghi, M. C. (2023). The relationship betweens math anxiety and arithmetic reasoning: The mediating role of working memory and self-competence. Current Psychology, 42(17), 14506–14516. https://doi.org/10.1007/s12144-022-02765-0
Zuo, H., & Wang, L. (2023). The influences of mindfulness on high-stakes mathematics test achievement of middle school students. Frontiers in Psychology, 14, 1061027. https://doi.org/10.3389/fpsyg.2023.1061027