Factor structure and convergent validity of the math anxiety questionnaire for high school students

Author:

Milovanović Ilija,Kodžopeljić Jasmina

Funder

Ministry of Education, Science and Technological Development of the Republic of Serbia

Publisher

Centre for Evaluation in Education and Science (CEON/CEES)

Subject

Applied Mathematics,General Mathematics

Reference54 articles.

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2. Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185.;

3. Ashcraft, M. H., & Ridley, K. S. (2005). Math anxiety and its cognitive consequences: A tutorial review. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 315-327). New York: Psychology Press.;

4. Baucal, A. i Pavlović Babić, D. (2010). Kvalitet i pravednost obrazovanja u Srbiji: Obrazovne šanse siromašnih Analiza podataka 2003 i 2006. Beograd: Tim za socijalno uključivanje i smanjenje siromaštva, Ministarstvo prosvete Republike Srbije, Institut za psihologiju Filozofskog fakulteta u Beogradu.;

5. Bieg, M., Goetz, T., & Lipnevich, A. A. (2014). 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. PloS One, 9(3), e92563.;

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1. Current Trends in Math Anxiety Research: a Bibliometric Approach;International Journal of Science and Mathematics Education;2023-10-14

2. Math Anxiety, Math Achievement and Math Motivation in High School Students: Gender Effects;Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje;2020-04-20

3. Adaptation and Psychometric Evaluation of Modified Abbreviated Math Anxiety Scale for Children in Serbia;International Journal of Science and Mathematics Education;2020-03-17

4. ANOTHER PSYCHOMETRIC PROOF OF THE ABBREVIATED MATH ANXIETY SCALE USEFULNESS: IRT ANALYSIS;Primenjena psihologija;2018-09-25

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