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Shahar Gindi, Judith Kohan-Mass & Avital Pilpel. (2019) Gender Differences in Competition Among Gifted Students: The Role of Single-Sex Versus Co-Ed Classrooms. Roeper Review 41:3, pages 199-211.
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Dave Putwain & Anthony L. Daly. (2014) Test anxiety prevalence and gender differences in a sample of English secondary school students. Educational Studies 40:5, pages 554-570.
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Moshe Zeidner & Inbal Shani-Zinovich. (2013) Research on Personality and Affective Dispositions of Gifted Children: The Israeli Scene
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Thomas Goetz, Franzis Preckel, Moshe Zeidner & Esther Schleyer. (2008) Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety, Stress, & Coping 21:2, pages 185-198.
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Articles from other publishers (34)
Léo Duplenne, Béatrice Bourdin, Damien N. Fernandez, Geoffrey Blondelle & Alexandre Aubry. (2023) Anxiety and Depression in Gifted Individuals: A Systematic and Meta-Analytic Review. Gifted Child Quarterly 68:1, pages 65-83.
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Emma Tourreix, Maud Besançon & Corentin Gonthier. (2023) Non-Cognitive Specificities of Intellectually Gifted Children and Adolescents: A Systematic Review of the Literature. Journal of Intelligence 11:7, pages 141.
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Davina A. Robson, Stuart J. Johnstone, David W. Putwain & Steven Howard. (2023) Test anxiety in primary school children: A 20-year systematic review and meta-analysis. Journal of School Psychology 98, pages 39-60.
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Harun Şahin, Süleyman Karataş, Muhammed Ali Özkan, Ramazan Gök, Meriç Eraslan, Erdoğan Köse & Nilgün Azeken. (2023) A Systematic Compilation of the Problems Encountered by Teachers and Students in Science and Arts Centers in Turkey. Sustainability 15:3, pages 2537.
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Gabrielle Yale-Soulière, Lyse Turgeon, Frédéric N. Brière††, Fatima Alawie, Arianne Imbeault, Julien Morizot & Michel Janosz. (2023) Impact de l’anxiété d’évaluation sur le fonctionnement scolaire et psychologique des adolescentsImpact of test anxiety on academic and psychological functioning in adolescents. Revue de psychoéducation 52:1, pages 136.
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Anastasia Nousia, Maria Martzoukou & Vassiliki Siafaka. (2022) The role of self-perceived academic competence in children with childhood-onset fluency disorder. Child Language Teaching and Therapy 38:3, pages 303-319.
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Cesare Cornoldi, David Giofrè, Irene Cristina Mammarella & Enrico Toffalini. (2021) Emotional Response to Testing in Gifted and Highly Gifted Children. Gifted Child Quarterly 66:3, pages 208-219.
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Nicolas Mascret, Sarah Danthony & François Cury. (2019) Anxiety during tests and regulatory dimension of anxiety: A five-factor French version of the Revised Test Anxiety scale. Current Psychology 40:11, pages 5322-5332.
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Metin YILMAZ & Tuncay YILMAZ. (2021) YÖNETİCİ VE ÖĞRETMENLER GÖZÜNDEN BİLSEM’LERDE VERİLEN EĞİTİMİN KRİTİĞİ. International Review of Economics and Management 9:1, pages 1-27.
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Inta Zile, Ieva Bite, Indra Krumina, Valdis Folkmanis & Lilian Tzivian. (2021) Association between Anxiety, Quality of Life and Academic Performance of the Final-Year-Students in Latvia. International Journal of Environmental Research and Public Health 18:11, pages 5784.
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Ramazan GÜREL & İffet Elif YETKİN-ÖZDEMİR. (2019) Üstün Yetenekli Olan ve Olmayan Ortaokul Öğrencilerinin Matematik Kaygı Düzeylerinin İncelenmesiINVESTİGATİON OF GİFTED AND NON-GİFTED MİDDLE SCHOOL STUDENTS’ MATHEMATİCS ANXİETY LEVELS. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi:52, pages 261-286.
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Judith Kohan-Mass & Liraz Tal. (2018) Differences in self-efficacy beliefs between girls in the top 1.5% and the top 3% in general cognitive ability who participate in gifted programs. Gifted Education International 35:1, pages 20-36.
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Amy H. Gaesser. (2018) Befriending Anxiety to Reach Potential: Strategies to Empower Our Gifted Youth. Gifted Child Today 41:4, pages 186-195.
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Uzeyir Ogurlu, Hatun Sevgi Yalin & Fazilet Yavuz Birben. (2018) The Relationship Between Psychological Symptoms, Creativity, and Loneliness in Gifted Children. Journal for the Education of the Gifted 41:2, pages 193-210.
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A. Katrin Arens, Michael Becker & Jens Möller. (2017) Social and dimensional comparisons in math and verbal test anxiety: Within- and cross-domain relations with achievement and the mediating role of academic self-concept. Contemporary Educational Psychology 51, pages 240-252.
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Bart Vogelaar, Merel Bakker, Julian G. Elliott & Wilma C. M. Resing. (2017) Dynamic testing and test anxiety amongst gifted and average-ability children. British Journal of Educational Psychology 87:1, pages 75-89.
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Annette Lohbeck, Dennis Nitkowski & Franz Petermann. (2016) A Control-Value Theory Approach: Relationships Between Academic Self-Concept, Interest, and Test Anxiety in Elementary School Children. Child & Youth Care Forum 45:6, pages 887-904.
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Amir Akram Katirayifar & Ehsan Rezvani. (2016) The effects of Iranian EFL learners' locus of control (external vs. internal) on their test anxiety and test scores. International Journal of Research Studies in Education 6:4.
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Lay See Yeo, Valerie Grace Goh & Gregory Arief D. Liem. (2015) School-Based Intervention for Test Anxiety. Child & Youth Care Forum 45:1, pages 1-17.
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Kathleen Finn. (2017) Modèle théorique hypothétique du perfectionnisme des étudiants universitaires. Revue de psychoéducation 45:1, pages 87-112.
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Gülden Gümüşburun Ayalp & Neslihan Özdemir. (2016) Relationship between Test Anxiety and Learning Styles of Architecture Undergraduates. Creative Education 07:02, pages 364-375.
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Hope E. Wilson, Del Siegle, D. Betsy McCoach, Catherine A. Little & Sally M. Reis. (2014) A Model of Academic Self-Concept. Gifted Child Quarterly 58:2, pages 111-126.
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David W. Putwain & Wendy Symes. (2011) Achievement goals as mediators of the relationship between competence beliefs and test anxiety. British Journal of Educational Psychology 82:2, pages 207-224.
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Camille Brisset, Saba Safdar, J. Rees Lewis & Colette Sabatier. (2010) Psychological and sociocultural adaptation of university students in France: The case of Vietnamese international students. International Journal of Intercultural Relations 34:4, pages 413-426.
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Maike J.P.W. Wehrens, Abraham P. Buunk, Miranda J. Lubbers, Pieternel Dijkstra, Hans Kuyper & Greetje P.C. van der Werf. (2010) The relationship between affective response to social comparison and academic performance in high school. Contemporary Educational Psychology 35:3, pages 203-214.
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David W. Putwain, Kevin A. Woods & Wendy. Symes. (2010) Personal and situational predictors of test anxiety of students in post‐compulsory education. British Journal of Educational Psychology 80:1, pages 137-160.
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David William Putwain & Rachel Anne Daniels. (2010) Is the relationship between competence beliefs and test anxiety influenced by goal orientation?. Learning and Individual Differences 20:1, pages 8-13.
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Pieternel Dijkstra, Hans Kuyper, Greetje van der Werf, Abraham P. Buunk & Yvonne G. van der Zee. (2008) Social Comparison in the Classroom: A Review. Review of Educational Research 78:4, pages 828-879.
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Patricia A. LoweSteven W. Lee. (2007) Factor Structure of the Test Anxiety Inventory for Children and Adolescents (TAICA) Scores Across Gender Among Students in Elementary and Secondary School Settings. Journal of Psychoeducational Assessment 26:3, pages 231-246.
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Franzis Preckel, Moshe Zeidner, Thomas Goetz & Esther Jane Schleyer. (2008) Female ‘big fish’ swimming against the tide: The ‘big-fish-little-pond effect’ and gender-ratio in special gifted classes. Contemporary Educational Psychology 33:1, pages 78-96.
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David W. Putwain. (2007) Test anxiety in UK schoolchildren: Prevalence and demographic patterns. British Journal of Educational Psychology 77:3, pages 579-593.
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Jolyn D. Whitaker SenaPatricia A. Lowe & Steven W. Lee. (2016) Significant Predictors of Test Anxiety Among Students With and Without Learning Disabilities. Journal of Learning Disabilities 40:4, pages 360-376.
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