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Gerardo Ramirez, Laura Fries, Elizabeth Gunderson, Marjorie W Schaeffer, Erin A. Maloney, Sian L. Beilock & Susan C. Levine. (2019) Reading Anxiety: An Early Affective Impediment to Children’s Success in Reading. Journal of Cognition and Development 20:1, pages 15-34.
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Johan Korhonen, Mikaela Nyroos, Bert Jonsson & Hanna Eklöf. (2018) Additive and multiplicative effects of working memory and test anxiety on mathematics performance in grade 3 students. Educational Psychology 38:5, pages 572-595.
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Kesha N. Hudson, Jennifer L. Coffman & Peter A. Ornstein. (2018) Addition in kindergarten: The role of mothers’ and teachers’ language. Journal of Cognition and Development 19:1, pages 65-86.
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Erin Ottmar & David Landy. (2017) Concreteness Fading of Algebraic Instruction: Effects on Learning. Journal of the Learning Sciences 26:1, pages 51-78.
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Robert Weis, Karen J. Osborne & Emily L. Dean. (2015) Effectiveness of a Universal, Interdependent Group Contingency Program on Children's Academic Achievement: A Countywide Evaluation. Journal of Applied School Psychology 31:3, pages 199-218.
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Wolff-Michael Roth & Margaret Walshaw. (2015) Rethinking Affect in Education From a Societal-Historical Perspective: The Case of Mathematics Anxiety. Mind, Culture, and Activity 22:3, pages 217-232.
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Jeffrey Liew, Heather C. Lench, Grace Kao, Yu-Chen Yeh & Oi-man Kwok. (2014) Avoidance temperament and social-evaluative threat in college students' math performance: a mediation model of math and test anxiety. Anxiety, Stress, & Coping 27:6, pages 650-661.
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Xin Chen & Frederick K. S. Leung. A closer look at teacher support and achievement emotions in Chinese mathematics classrooms: Mediating roles of academic control and intrinsic/extrinsic value. Educational Psychology 0:0, pages 1-18.
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