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Karin E. S. Street, Gabriel J. Stylianides & Lars-Erik Malmberg. (2022) Differential relationships between mathematics self-efficacy and national test performance according to perceived task difficulty. Assessment in Education: Principles, Policy & Practice 29:3, pages 288-309.
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Stephanie Thomson & Maria Pampaka. (2021) Exploring associations with mathematics dispositions: a novel perspective combining measurement and set-theoretic analytical approaches. International Journal of Research & Method in Education 44:5, pages 474-492.
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Maria Pampaka, Daniel Swain, Steven Jones, Julian Williams, Martyn Edwards & Lawrence Wo. (2018) Validating constructs of learners’ academic self-efficacy for measuring learning gain. Higher Education Pedagogies 3:1, pages 118-144.
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Maria Pampaka, Graeme Hutcheson & Julian Williams. (2016) Handling missing data: analysis of a challenging data set using multiple imputation. International Journal of Research & Method in Education 39:1, pages 19-37.
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Irene Kleanthous & Julian Williams. (2013) Perceived parental influence and students' dispositions to study mathematically-demanding courses in Higher Education. Research in Mathematics Education 15:1, pages 50-69.
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Maria Pampaka, Julian Williams & Graeme Hutcheson. (2012) Measuring students’ transition into university and its association with learning outcomes. British Educational Research Journal 38:6, pages 1041-1071.
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Julian Williams. (2011) Looking back, looking forward: valuing post-compulsory mathematics education. Research in Mathematics Education 13:2, pages 213-221.
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Paul Hernandez-Martinez, Julian Williams, Laura Black, Pauline Davis, Maria Pampaka & Geoff Wake. (2011) Mathematics coursework as facilitator of formative assessment, student-centred activity and understanding. Research in Mathematics Education 13:2, pages 197-212.
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Margaret Brown. (2011) The way forward for mathematics 16–19? A response to articles by Pampaka et al. and Hutcheson et al.. Research in Mathematics Education 13:2, pages 191-195.
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Geoff Wake. (2011) Introduction to the Special Issue: deepening engagement in mathematics in pre-university education. Research in Mathematics Education 13:2, pages 109-118.
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Articles from other publishers (15)
Seyda Uysal & Kathleen Michelle Clark. (2023) Identifying emergent themes of students’ transition to university mathematics: a qualitative inquiry with a focus on affective factors. Teaching Mathematics and its Applications: An International Journal of the IMA.
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Enkosa Terefe Shone, Fisseha Mikre Weldemeskel & Berhanu Nigussie Worku. (2023) The role of students' mathematics perception and self‐efficacy toward their mathematics achievement. Psychology in the Schools.
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Woong Lim, Hyunkyoung Yoon, Younggon Bae & Oh Nam Kwon. (2023) The development of sociomathematical norms in the transition to tertiary exam-oriented individualistic mathematics education in an East Asian context. Educational Studies in Mathematics 113:1, pages 57-78.
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Paul Ginns, Kelly Freebody, Michael Anderson & Peter O'Connor. (2021) Student experience of creativity in Australian high school classrooms: A componential model. Learning and Individual Differences 91, pages 102057.
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David Pepper. (2020) When Assessment Validation Neglects Any Strand of Validity Evidence: An Instructive Example from PISA. Educational Measurement: Issues and Practice 39:4, pages 8-20.
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Hau-lin Tam, Angus Yuk-fung Chan & Oscar Long-hin Lai. (2020) Gender stereotyping and STEM education: Girls’ empowerment through effective ICT training in Hong Kong. Children and Youth Services Review 119, pages 105624.
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Pauline S. Prevett, Maria Pampaka, Valerie L. Farnsworth, Afroditi Kalambouka & Xin Shi. (2020) A Situated Learning Approach to Measuring Financial Literacy Self-Efficacy of Youth. Journal of Financial Counseling and Planning 31:2, pages 229-250.
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Matt S Homer. (2019) Measuring mathematical affect in an international context: influences on pre-university attainment and degree choice. Teaching Mathematics and its Applications: An International Journal of the IMA 38:1, pages 1-19.
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Paul Hernandez-Martinez & Maria Pampaka. 2017. Understanding Emotions in Mathematical Thinking and Learning. Understanding Emotions in Mathematical Thinking and Learning
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Laura Black & Paul Hernandez-Martinez. (2016) Re-thinking science capital: the role of ‘capital’ and ‘identity’ in mediating students’ engagement with mathematically demanding programmes at university. Teaching Mathematics and its Applications 35:3, pages 131-143.
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Maria Pampaka, Birgit Pepin & Svein Arne Sikko. (2016) Supporting or alienating students during their transition to Higher Education: Mathematically relevant trajectories in the contexts of England and Norway. International Journal of Educational Research 79, pages 240-257.
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Markku S. Hannula, Pietro Di Martino, Marilena Pantziara, Qiaoping Zhang, Francesca Morselli, Einat Heyd-Metzuyanim, Sonja Lutovac, Raimo Kaasila, James A. Middleton, Amanda Jansen & Gerald A GoldinMarkku S. Hannula, Pietro Di Martino, Marilena Pantziara, Qiaoping Zhang, Francesca Morselli, Einat Heyd-Metzuyanim, Sonja Lutovac, Raimo Kaasila, James A. Middleton, Amanda Jansen & Gerald A. Goldin. 2016. Attitudes, Beliefs, Motivation and Identity in Mathematics Education. Attitudes, Beliefs, Motivation and Identity in Mathematics Education
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Maria Pampaka, Graeme Hutcheson & Julian Williams. (2014) Calidad del apoyo para el aprendizaje de las matemáticas en la transición a la Universidad.. REDU. Revista de Docencia Universitaria 12:2, pages 97.
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Clare Lee & Sue Johnston-Wilder. (2012) Learning mathematics—letting the pupils have their say. Educational Studies in Mathematics 83:2, pages 163-180.
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C.W. Loo & J.L.F. Choy. (2013) Sources of Self-Efficacy Influencing Academic Performance of Engineering Students. American Journal of Educational Research 1:3, pages 86-92.
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