|
崔吉芳, 李嫩晓, 陈英和 数学焦虑影响儿童数学任务表现的作用机制探析. 心理发展与教育, 2011, 27 (2): 118- 125.
|
|
耿柳娜, 陈英和 数学焦虑对儿童加减法认知策略选择和执行的影响. 心理发展与教育, 2005, 21 (4): 24- 27.
|
|
秦燕琼. (2019). 小学中高年级数学考试焦虑问卷的编制及初步应用 (硕士学位论文). 上海师范大学.
|
|
司继伟, 郭凯玥, 赵晓萌, 张明亮, 李红霞, 黄碧娟, 徐艳丽 小学儿童数学焦虑的潜在类别转变及其父母教育卷入效应: 3年纵向考察. 心理学报, 2022, 54 (4): 355- 370.
|
|
王梦媛. (2018). 小学生数学焦虑对数学成绩的影响及其正念干预研究 (硕士学位论文). 西南大学, 重庆.
|
|
于海媚, 陈瑶瑶, 何江柳, 胡兴旺, 韦嘉 中文简式数学焦虑量表在初中生群体中的初步修订. 中国临床心理学杂志, 2021, 29 (6): 1198- 1202.
|
|
张婕, 黄碧娟, 司继伟, 官冬晓 乡镇小学生的数学焦虑与数学成绩: 数学自我效能感和数学元认知的链式中介作用. 心理发展与教育, 2018, 34 (4): 453- 460.
|
|
Ashcraft, M. H. Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 2002, 11 (5): 181- 185.
DOI
|
|
Carey, E., Hill, F., Devine, A., & Szűcs, D. The modified Abbreviated Math Anxiety Scale: A valid and reliable instrument for use with children. Frontiers in Psychology, 2017, 8, 11.
DOI
|
|
Deloache, J. S. Dual representation and young children’s use of scale models. Child Development, 2000, 71 (2): 329- 338.
DOI
|
|
Frenzel, A. C., Pekrun, R., & Goetz, T. Girls and mathematics—A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 2007, 22 (4): 497- 514.
DOI
|
|
Ganley, C. M., & Vasilyeva, M. The role of anxiety and working memory in gender differences in mathematics. Journal of Educational Psychology, 2014, 106 (1): 105- 120.
DOI
|
|
Geary, D. C., Hoard, M. K., Nugent, L., & Scofield, J. E. In-class attention, spatial ability, and mathematics anxiety predict across-grade gains in adolescents’ mathematics achievement. Journal of Educational Psychology, 2021, 113 (4): 754- 769.
DOI
|
|
Goetz, T., Bieg, M., Lüdtke, O., Pekrun, R., & Hall, N. C. Do girls really experience more anxiety in mathematics. Psychological Science, 2013, 24 (10): 2079- 2087.
DOI
|
|
Harari, R. R., Vukovic, R. K., & Bailey, S. P. Mathematics anxiety in young children: An exploratory study. The Journal of Experimental Education, 2013, 81 (4): 538- 555.
DOI
|
|
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). Beyond WEIRD: Towards a broad-based behavioral science. Behavioral and Brain Sciences, 33(2–3), 111–135, doi: 10.1017/S0140525X10000725.
|
|
Holmes, K. J., & Lourenco, S. F. Common spatial organization of number and emotional expression: A mental magnitude line. Brain and Cognition, 2011, 77 (2): 315- 323.
DOI
|
|
Hopko, D. R., Mahadevan, R., Bare, R. L., & Hunt, M. K. The Abbreviated Math Anxiety Scale (AMAS): Construction, validity, and reliability. Assessment, 2003, 10 (2): 178- 182.
DOI
|
|
Jameson, M. M. The development and validation of the children’s anxiety in math scale. Journal of Psychoeducational Assessment, 2013, 31 (4): 391- 395.
DOI
|
|
Jamieson, J. P., Black, A. E., Pelaia, L. E., & Reis, H. T. The impact of mathematics anxiety on stress appraisals, neuroendocrine responses, and academic performance in a community college sample. Journal of Educational Psychology, 2021, 113 (6): 1164- 1176.
DOI
|
|
Li, H. X., Zhang, A. X., Zhang, M. L., Huang, B. J., Zhao, X. M., Gao, J., & Si, J. W. Concurrent and longitudinal associations between parental educational involvement, teacher support, and math anxiety: The role of math learning involvement in elementary school children. Contemporary Educational Psychology, 2021, 66, 101984.
DOI
|
|
Meade, A. W., Johnson, E. C., & Braddy, P. W. Power and sensitivity of alternative fit indices in tests of measurement invariance. Journal of Applied Psychology, 2008, 93 (3): 568- 592.
DOI
|
|
Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of Experimental Child Psychology, 2016, 141, 83- 100.
DOI
|
|
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 2013, 14 (2): 187- 202.
DOI
|
|
Reyna, V. F., Nelson, W. L., Han, P. K., & Dieckmann, N. F. How numeracy influences risk comprehension and medical decision making. Psychological Bulletin, 2009, 135 (6): 943- 973.
DOI
|
|
Sarason, I. G. (1978). The test anxiety scale: Concept and research. In C. D. Spielberger & I. G. Sarason (Eds.), Stress and anxiety (Vol. 5, pp. 193–216). Washington, D.C.: Hemisphere Publishing Corporation.
|
|
Spence, S. H., Rapee, R., McDonald, C., & Ingram, M. The structure of anxiety symptoms among preschoolers. Behaviour Research and Therapy, 2001, 39 (11): 1293- 1316.
DOI
|
|
Tomasetto, C., Morsanyi, K., Guardabassi, V., & O’Connor, P. A. Math anxiety interferes with learning novel mathematics contents in early elementary school. Journal of Educational Psychology, 2021, 113 (2): 315- 329.
DOI
|
|
Xie, F., Xin, Z. Q., Chen, X., & Zhang, L. (2019). Gender difference of Chinese high school students’ math anxiety: The effects of self-esteem, test anxiety and general anxiety. Sex Roles, 81(3–4), 235–244, doi: 10.1007/s11199-018-0982-9.
|
)
