about
Mathematics Anxiety: What Have We Learned in 60 Years?Between-domain relations of students' academic emotions and their judgments of school domain similarityThe Role of Ambulatory Assessment in Psychological Science.Countries with Higher Levels of Gender Equality Show Larger National Sex Differences in Mathematics Anxiety and Relatively Lower Parental Mathematics Valuation for GirlsLeft-handers look before they leap: handedness influences reactivity to novel Tower of Hanoi tasks.What students think they feel differs from what they really feel--academic self-concept moderates the discrepancy between students' trait and state emotional self-reports.An exploratory analysis of personality, attitudes, and study skills on the learning curve within a team-based learning environment.Teaching This Class Drives Me Nuts!--Examining the Person and Context Specificity of Teacher EmotionsThe Glass Half Empty: How Emotional Exhaustion Affects the State-Trait Discrepancy in Self-Reports of Teaching Emotions.The Paradoxical Role of Perceived Control in Late Life Health Behavior.Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety.The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance.Affective and Motivational Factors Mediate the Relation between Math Skills and Use of Math in Everyday Life.Editorial: Mathematical and Statistics Anxiety: Educational, Social, Developmental and Cognitive Perspectives.Encouraging Realistic Expectations in STEM Students: Paradoxical Effects of a Motivational Intervention.How Math Anxiety Relates to Number-Space Associations.The genetic and environmental aetiology of spatial, mathematics and general anxiety.Math anxiety: A review of its cognitive consequences, psychophysiological correlates, and brain bases.Numerical Activities of Daily Living - Financial (NADL-F): A tool for the assessment of financial capacities.Passionate Experiences in Adolescence: Situational Variability and Long-Term Stability.Measuring the impact of teaching approaches on achievement-related emotions: The use of the Achievement Emotions Questionnaire.Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects.A contextual perspective on talented female participants and their development in extracurricular STEM programs.Discovery Orientation, Cognitive Schemas, and Disparities in Science Identity in Early Adolescence.“How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement
P2860
Q26747504-F2F89A60-5FB8-4E36-928B-C61F3D0FAAADQ30594725-177D1A83-CB85-46AE-B5C9-45B1448E9869Q33442324-76B52CDD-7B88-48DA-804F-18247926C047Q34523000-05DC32AF-5F8B-4412-9731-BD81164E4186Q35042102-5BCFD19F-CED4-4FE1-BEDC-901713F89A11Q35125379-ECCF1FB5-0902-4EEA-8344-6E379F2C999FQ35283889-695B6272-B67C-4771-B600-8318F5CDC007Q35656693-AC16DAE0-C26D-47F6-A309-3108FB9F410BQ35774569-B9B23A41-FE04-4480-A25E-45F52EFAB714Q35955943-A101EFFD-1F02-4697-B072-615C275BCE47Q36098012-E35E5E79-A15E-4038-B220-5EED456B347AQ36157890-1B046FF3-B288-410C-AB29-6CBD2F9519E8Q36810071-26E4FE54-83D0-4FE0-BD12-8C7230F687F4Q37112483-16DD13C4-A539-4D56-B618-5BC0DDB6B6F9Q37124291-7765F087-77BD-4401-9FD3-91150E79461BQ37253539-2577635B-A512-48E0-A401-624FA1256FA3Q37655033-71E27F10-E0D2-48E9-B7AF-9DB85BF4263FQ38562139-27008CD2-A73A-4DC9-B1A4-25A01B464528Q42688740-6B5EE625-B334-419A-AE0D-5ACF3FE63E9BQ46552461-64FD6C53-CB3D-44BF-9440-3E4781C20F8FQ47261297-50ECE2EB-FBEA-47D8-B905-DE60DDB75EE4Q47320635-7FBD9DF4-8E34-4E1E-9987-5575ABFC3661Q47411309-3FCBC0BA-D972-4028-9194-68DB7418CA1DQ52382008-DA3C8552-CBF0-493A-AE4A-E4701E144017Q58682375-9528BF3F-F6AD-4215-8B04-17EB8362171A
P2860
description
2013 nî lūn-bûn
@nan
2013年の論文
@ja
2013年学术文章
@wuu
2013年学术文章
@zh
2013年学术文章
@zh-cn
2013年学术文章
@zh-hans
2013年学术文章
@zh-my
2013年学术文章
@zh-sg
2013年學術文章
@yue
2013年學術文章
@zh-hant
name
Do girls really experience more anxiety in mathematics?
@en
Do girls really experience more anxiety in mathematics?
@nl
type
label
Do girls really experience more anxiety in mathematics?
@en
Do girls really experience more anxiety in mathematics?
@nl
prefLabel
Do girls really experience more anxiety in mathematics?
@en
Do girls really experience more anxiety in mathematics?
@nl
P2093
P2860
P356
P1476
Do girls really experience more anxiety in mathematics?
@en
P2093
Madeleine Bieg
Nathan C Hall
Reinhard Pekrun
Thomas Goetz
P2860
P304
P356
10.1177/0956797613486989
P577
2013-08-28T00:00:00Z