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Kate M. Xu, Anna Rita Cunha-Harvey, Ronnel B. King, Bjorn B. de Koning, Fred Paas, Martine Baars, Jingjing Zhang & Renate de Groot. (2023) A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement. Compare: A Journal of Comparative and International Education 53:3, pages 361-379.
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Christine M. Phelps-Gregory, Martha Frank & Sandy M. Spitzer. (2020) Prospective Elementary Teachers’ Beliefs About Mathematical Myths: A Historical and Qualitative Examination. The Teacher Educator 55:1, pages 6-27.
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Miika Vähämaa. (2013) Groups as Epistemic Communities: Social Forces and Affect as Antecedents to Knowledge. Social Epistemology 27:1, pages 3-20.
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Saed Sabah & Hind Hammouri. (2010) Does subject matter matter? Estimating the impact of instructional practices and resources on student achievement in science and mathematics: findings from TIMSS 2007. Evaluation & Research in Education 23:4, pages 287-299.
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Daniel House & JamesA. Telese. (2008) Relationships between student and instructional factors and algebra achievement of students in the United States and Japan: an analysis of TIMSS 2003 data. Educational Research and Evaluation 14:1, pages 101-112.
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James Russo, Penelope Kalogeropoulos & Anne Roche. (2023) Exploring underachieving students’ views of, and attitudes towards, mathematics across stage of schooling. Asian Journal for Mathematics Education 2:2, pages 240-257.
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Achmad Hidayatullah & Csaba Csíkos. (2023) The Role of Students’ Beliefs, Parents' Educational Level, and The Mediating Role of Attitude and Motivation in Students’ Mathematics Achievement. The Asia-Pacific Education Researcher.
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Belay Woldemichael, Tesfaye Semela & Abrham Tulu. (2023) The effect of mathematics self-beliefs on mathematics achievement: the case of undergraduate university students in Ethiopia. Routledge Open Research 2, pages 41.
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Wee Tiong Seah, Yichen Pan & Juan Zhong. (2022) How might values in mathematics learning affect the development of beliefs: An exploratory study with Chinese elementary students. Asian Journal for Mathematics Education 1:1, pages 131-144.
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Achmad Hidayatullah & Csaba Csikos. Assessing students’ mathematics-related beliefs system in the Indonesian context. Assessing students’ mathematics-related beliefs system in the Indonesian context.
Guangming Wang, Sheng Zhang & Jinfa Cai. (2021) How are parental expectations related to students’ beliefs and their perceived achievement?. Educational Studies in Mathematics 108:3, pages 429-450.
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Raquel Fernández-Cézar, Natalia Solano-Pinto & Dunia Garrido. (2021) Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables. Mathematics 9:14, pages 1591.
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Elif Berrak GÜNDÜZ BAHADIR & Esra ÖZAY KÖSE. (2021) 6. SINIF FEN BİLİMLERİ DERSİNDE STEM UYGULAMALARININ ÖĞRENCİLERİN STEM’E YÖNELİK ALGILARINA VE TUTUMLARINA ETKİSİTHE EFFECT OF STEM APPLICATIONS ON STUDENTS 'PERCEPTIONS AND ATTITUDES TOWARDS STEM IN THE 6TH GRADE SCIENCE COURSE. Ihlara Eğitim Araştırmaları Dergisi 6:1, pages 81-97.
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Şule DURAN & Selami ERCAN. (2020) Ortaöğretim Öğrencilerinin Problem Çözmeye Yönelik İnançları Ve Akademik Özyeterlilik Algılarının Çeşitli Değişkenlere Göre İncelenmesi. IBAD Sosyal Bilimler Dergisi:8, pages 364-382.
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Qimeng Liu, Jian Liu, Jinfa Cai & Zhikun Zhang. (2020) The relationship between domain- and task-specific self-efficacy and mathematical problem posing: a large-scale study of eighth-grade students in China. Educational Studies in Mathematics 105:3, pages 407-431.
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Wu-Yuin Hwang, Ika Qutsiati Utami, Siska Wati Dewi Purba & Holly S. L. Chen. (2020) Effect of Ubiquitous Fraction App on Mathematics Learning Achievements and Learning Behaviors of Taiwanese Students in Authentic Contexts. IEEE Transactions on Learning Technologies 13:3, pages 530-539.
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Thomas J. Smith, David A. Walker, Hsiang-Ting Chen & Zuway-R. Hong. (2019) Students’ Sense of School Belonging and Attitude towards Science: a Cross-Cultural Examination. International Journal of Science and Mathematics Education 18:5, pages 855-867.
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Ann Dowker, Olivia Cheriton, Rachel Horton & Winifred Mark. (2019) Relationships between attitudes and performance in young children’s mathematics. Educational Studies in Mathematics 100:3, pages 211-230.
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Zafer ERTÜRK & Oya ERDİNÇ AKAN. (2018) TIMSS 2015 Matematik Başarısını Etkileyen Değişkenlerin Yapısal Eşitlik Modeli ile İncelenmesi. Ulusal Eğitim Akademisi Dergisi 2:2, pages 14-34.
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Wu-Yuin Hwang, Ika Qutsiati Utami & Holly Chen. (2018) An Evaluation Study of Learning Behaviors and Achievements with Ubiquitous Fraction (u-Fraction) for Elementary School Student. An Evaluation Study of Learning Behaviors and Achievements with Ubiquitous Fraction (u-Fraction) for Elementary School Student.
I Adhitama, I Sujadi & I Pramudya. (2018) Discover the pythagorean theorem using interactive multimedia learning. Journal of Physics: Conference Series 1008, pages 012066.
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Ching-Yi Lee & Hsin-Yi Kung. (2018) Math Self-Concept and Mathematics Achievement: Examining Gender Variation and Reciprocal Relations among Junior High School Students in Taiwan. EURASIA Journal of Mathematics, Science and Technology Education 14:4.
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Zvia Markovits & Helen Forgasz. (2017) “Mathematics is like a lion”: Elementary students’ beliefs about mathematics. Educational Studies in Mathematics 96:1, pages 49-64.
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Jonas Radl, Leire Salazar & Héctor Cebolla-Boado. (2017) Does Living in a Fatherless Household Compromise Educational Success? A Comparative Study of Cognitive and Non-cognitive Skills. European Journal of Population 33:2, pages 217-242.
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Gülay Agaç & Ercan MASAL. (2017) 8. Sınıf Öğrencilerinin Problem Çözme Hakkındaki Düşünceleri, Matematiksel İnançları, Öğrenilmiş Çaresizlikleri ve Akademik Başarıları Arasındaki İlişki. Gaziantep University Journal of Social Sciences 16:1, pages 216-216.
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Muhtarom, Dwi Juniati & Tatag Y. E. Siswono. Consistency and inconsistency of prospective teachers’ beliefs in mathematics, teaching, learning and problem solving. Consistency and inconsistency of prospective teachers’ beliefs in mathematics, teaching, learning and problem solving.
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Kane Meissel & Christine M. Rubie-Davies. (2016) Cultural invariance of goal orientation and self-efficacy in New Zealand: Relations with achievement. British Journal of Educational Psychology 86:1, pages 92-111.
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Serhat Kocakaya & Ferit Kocakaya. (2014) A Structural Equation Modeling on Factors of How Experienced Teachers Affect the Students’ Science and Mathematics Achievements. Education Research International 2014, pages 1-8.
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Chen Limin, Wim Van Dooren & Lieven Verschaffel. (2017) The Relationship between Students’ Problem Posing and Problem Solving Abilities and Beliefs: A Small-Scale Study with Chinese Elementary School Children. Frontiers of Education in China 8:1, pages 147-161.
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Chuang Wang, Do-Hong Kim, Mimi Bong & Hyun Seon Ahn. (2013) Examining measurement properties of an English Self-Efficacy scale for English language learners in Korea. International Journal of Educational Research 59, pages 24-34.
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Vilma Mesa. (2012) Achievement Goal Orientations of Community College Mathematics Students and the Misalignment of Instructor Perceptions. Community College Review 40:1, pages 46-74.
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J. Daniel House. (2009) Mathematics Beliefs and Achievement of a National Sample of Native American Students: Results from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States Assessment. Psychological Reports 104:2, pages 439-446.
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J. Daniel House. (2016) Mathematics Beliefs and Instructional Strategies in Achievement of Elementary-School Students in Japan: Results from the TIMSS 2003 Assessment. Psychological Reports 100:2, pages 476-482.
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