Children's mathematical achievement and how it relates to working memory, test anxiety and self-regulation: A person-centred approach

References

• Akinsola E. F., Nwajei A. D. Test anxiety, depression and academic performance: assessment and management using relaxation and cognitive restructuring techniques. Psychology. 2013; 4(6A1): 18–24.
   Google Scholar
• Allison V. L., Nativio D. G., Mitchell A. M., Ren D., Yuhasz J. Identifying symptoms of depression and anxiety in students in the school setting. The Journal of School Nursing. 2014; 30(3): 165–172. [PubMed Abstract].
   Google Scholar
• Alloway T. P., Gathercole S. E., Pickering S. J. Verbal and visuospatial short-term and working memory in children: are they separable?. Child Development. 2006; 77(6): 1698–1716. [PubMed Abstract].
   Google Scholar
• Andersson H. Childhood self-regulation, academic achievement and occupational attainment. 2012; Doctoral thesis in Psychology, Stockholm University, Sweden.
   Google Scholar
• APA (American Psychiatric Association). Diagnostic and statistical manual of mental disorders, fifth edition. 2013; Arlington, Virginia: American Psychiatric Association.
   Google Scholar
• Baddeley A. Working memory. Science. 1992; 255(5044): 556–559. [PubMed Abstract].
   Google Scholar
• Baddeley A. The episodic buffer: a new component of working memory?. Trends in Cognitive Sciences. 2000; 4(11): 417–423. [PubMed Abstract].
   Google Scholar
• Baddeley A. D., Hitch G. J. Bower G. Working memory. The Psychology of Learning and Motivation: Advances in Research and Theory. 1974; New York, NY: Academic Press. 47–90.
   Google Scholar
• Behar E., DiMarco I. D., Hekler E. B., Mohlman J., Staples A. M. Current theoretical models of generalized anxiety disorder (GAD): conceptual review and treatment implications. Journal of Anxiety Disorders. 2009; 23(8): 1011–1023. [PubMed Abstract].
   Google Scholar
• Beilock S. L., Rydell R. J., McConnell A. R. Stereotype threat and working memory: mechanisms, alleviation, and spillover. Journal of Experimental Psychology: General. 2007; 136(2): 256–276.
   PubMed Web of Science ®Google Scholar
• Bejerot S., Nordin V. Autismspektrumsyndrom ersätter Aspergers syndrom och autism [Autism spectrum disorder replaces Aspergers syndrome and autism; in Swedish]. Läkartidningen. 2014; 111: CUH6.
   Google Scholar
• Bögels S. M., Alden L., Beidel D. C., Clark L. A., Pine D. S., Stein M. B., Vomcken M. Social anxiety disorder: questions and answers for the DSM-V. Depression and Anxiety. 2010; 27(2): 168–189.
   PubMed Web of Science ®Google Scholar
• Brewin C. R., Smart L. Working memory capacity and suppression of intrusive thoughts. Journal of Behavior Therapy and Experimental Psychiatry. 2005; 36(1): 61–68. [PubMed Abstract].
   Google Scholar
• Burnett S., Thompson S., Bird G., Blakemore S-J. Pubertal development of the understanding of social emotions: implications for education. Learning and Individual Differences. 2011; 21(6): 681–689. [PubMed Abstract] [PubMed CentralFull Text].
   Google Scholar
• Carter R., Williams S., Silverman W. K. Cognitive and emotional facets of test anxiety in African American school children. Cognition and Emotion. 2008; 22(3): 539–551.
   Web of Science ®Google Scholar
• Cassady J. C. The impact of cognitive test anxiety on text comprehension and recall in the absence of external evaluative pressure. Applied Cognitive Psychology. 2009; 18(3): 311–325.
   Google Scholar
• Cederblad M. Ungas psykiska hälsa förbryllar forskare [Youth's mental health puzzle researchers; in Swedish]. Läkartidningen. 2013; 110 (CC9C).
   Google Scholar
• Chein J. M., Moore A. B., Conway A. R. A. Domain-general mechanisms of complex working memory span. NeuroImage. 2011; 54(1): 550–559.
   PubMed Web of Science ®Google Scholar
• Cohen J. R., Young J. F., Gibb B. E., Hankin B. L., Abela J. R. Z. Why are anxiety and depressive symptoms comorbid in youth? A multi-wave, longitudinal examination of competing etiological models. Journal of Affective Disorders. 2014; 161(21 June): 21–29. [PubMed Abstract].
   Google Scholar
• Collins S., Woolfson L. M., Durkin K. Effects on coping skills and anxiety of a universal school-based mental health intervention delivered in Scottish primary schools. School Psychology International. 2013; 35(1): 85–100.
   Web of Science ®Google Scholar
• Cullinan D., Epstein M. H. Development, reliability, and construct validity of the emotional and behavioral screener. Preventing School Failure: Alternative Education for Children and Youth. 2013; 57(4): 223–230.
   Google Scholar
• Davidson R. J., McEwen B. S. Social influences on neuroplasticity: stress and interventions to promote well-being. Nature Neuroscience. 2012; 15(5): 689–695. [PubMed Abstract] [PubMed CentralFull Text].
   Google Scholar
• Diez-Pinol M., Dolan S. L., Sierra V., Cannings K. Personal and organizational determinants of well-being at work: the case of Swedish physicians. International Journal of Health Care Quality Assurance. 2008; 21(6): 598–610. [PubMed Abstract].
   Google Scholar
• Eisenberg N., Spinrad T. L., Eggum N. D. Emotion-related self-regulation and its relation to children's maladjustment co-occurring symptoms of attention deficit hyperactivity disorder and depression. The Annual Review of Clinical Psychology. 2010; 27(6): 495–525.
   Google Scholar
• Eklöf H., Nyroos M. Pupil perceptions of national tests in science: perceived importance, invested effort, and test anxiety. European Journal of Psychology of Education. 2013; 28(2): 497–510.
   Web of Science ®Google Scholar
• Elliot E. M., Conway N. Coherence of the irrelevant-sound effect: Individual profiles of short-term memory and susceptibility to task-irrelevant materials. Memory and Cognition. 2005; 33(4): 664–675.
   Web of Science ®Google Scholar
• Enebrink P., Björnsdotter A., Ghaderi A. The Emotion Regulation Questionnaire: psychometric properties and norms for Swedish parents of children aged 10–13 years. European Journal of Psychology. 2013; 9(2): 289–303.
   Google Scholar
• Engle R. W., Kane M. J. Executive attention, working memory capacity, and a two-factor theory of cognitive control. Psychology of Learning and Motivation. 2004; 44: 145–200.
   Web of Science ®Google Scholar
• Esbjørn B. H., Reinholdt-Dunne M. L., Nielsen S. K., Smith A. C., Breinholst S., Leth I. Exploring the effect of case formulation driven CBT for children with anxiety disorders: a feasibility study. Behavioural and Cognitive Psychotherapy. 2013. doi: http://dx.doi.org/10.1017/S1352465813000702.
   Google Scholar
• Eum K. U., Rice K. G. Test anxiety, perfectionism, goal orientation, and academic performance. Anxiety, Stress, and Coping. 2011; 24(2): 167–178. [PubMed Abstract].
   Google Scholar
• Fentz H. N., Hoffart A., Jensen M. B., Arendt M., O'Toole M. S., Rosenberg N. K., Hougaard E. Mechanisms of change in cognitive behaviour therapy for panic disorder: the role of panic self-efficacy and catastrophic misinterpretations. Behaviour Research and Therapy. 2013; 51(9): 579–587. [PubMed Abstract].
   Google Scholar
• Fernell E., Kadesjö B., Nylander L., Gillberg C. ADHD bör uppmärksammas mer - tidiga insatser spar lidande [ADHD needs to be attended to more - early interventions avoid suffering; in Swedish]. Läkartidningen. 2014; 111: CUMM.
   Google Scholar
• Fernell E., Landegren M., Gillberg C. Granska och diagnostisera även barns offentliga miljö [Examining and diagnosing children's public environment; in Swedish]. Läkartidningen. 2012; 109(36): 1555–1556.
   Google Scholar
• Florez I. R. Developing young children's self-regulation through everyday experiences. Young Children. 2011; 66(4): 46–51.
   Google Scholar
• Friese M., Bargas-Avila J., Hofmann W., Wiers R. W. Here's looking at you, bud: alcohol-related memory structures predict eye movements for social drinkers with low executive control. Social Psychological and Personality Science. 2010; 1(2): 143–151.
   Web of Science ®Google Scholar
• Galla B. M., Wood J. J. Emotional self-efficacy moderates anxiety-related impairments in math performance in elementary school-age youth. Personality and Individual Differences. 2012; 52(2): 118–122.
   Web of Science ®Google Scholar
• Ganley C. M., Vasilyeva M. The role of anxiety and working memory in gender differences in mathematics. Journal of Educational Psychology. 2014; 106(1): 105–120.
   Web of Science ®Google Scholar
• Gathercole S. E., Alloway T. P. Working memory & learning: a practical guide for teachers. 2008; London: Sage.
   Google Scholar
• Ginsburg G. S., Becker E. M., Keeton C. P., Sakolsky D., Piacentini J., Albano A. M., Compton S. N., Iyengar S., Sullivan K., Caporino N., Peris T., Birmaher B., Rynn M., March J., Kendall P. C. Naturalistic follow-up of youths treated for pediatric anxiety disorders. JAMA Psychiatry. 2014; 53(3): 297–310.
   Google Scholar
• Gullone E., Taffle J. The Emotion Regulation Questionnaire for Children and Adolescents (ERQ–CA): a psychometric evaluation. Psychological Assessment. 2012; 24(2): 409–417. [PubMed Abstract].
   Google Scholar
• Gustafsson J-E., Allodi M., Westling A., Äkerman B., Eriksson C., Eriksson L., Fischbein S., Granlund M., Gustafsson P., Ljungdahl S., Ogden T., Persson R. S. School, learning and mental health. 2010; Stockholm: Health Committee.
   Google Scholar
• Halse M. K. Stability and predictors of change in executive functions from the age of 6 to 8. 2014; Master's thesis in Psychology, Norwegian University of Science and Technology.
   Google Scholar
• Harpell J. V., Andrews J. J. W. Relationship between school based stress and test anxiety. International Journal of Psychological Studies. 2013; 5(2): 74–84.
   Google Scholar
• Haskett M. E., Stelter R., Proffit K., Nice R. Parent emotional expressiveness and children's self-regulation: associations with abused children's school functioning. Child Abuse and Neglect. 2012; 36(4): 296–307. [PubMed Abstract] [PubMed CentralFull Text].
   Google Scholar
• Hayes H., Embretson S. E. The impact of personality and test conditions on mathematical test performance. Applied Measurement in Education. 2013; 26(2): 77–88.
   Web of Science ®Google Scholar
• Heister D., Diwakar M., Robb A., Angeles A. M., Tal T., Harrington D. L., Song T., Lee R. R., Huang M. Resting-state neuronal oscillatory correlates of working memory performance. PloS ONE. 2013; 8(6): 1–10.
   Web of Science ®Google Scholar
• Hjern A., Alfven G., Östberg V. School stressors, psychological complaints and psychosomatic pain. Acta Paediatrica. 2008; 97(1): 112–117. [PubMed Abstract].
   Google Scholar
• Hofmann W., Gschwendner T., Friese M., Wiers R. W., Schmitt M. Working memory capacity and self-regulatory behavior: toward an individual differences perspective on behavior determination by automatic versus controlled processes. Journal of Personality and Social Psychology. 2008; 95(4): 962–977. [PubMed Abstract].
   Google Scholar
• Hofmann W., Schmeichel B. J., Baddeley A. D. Executive functions and self-regulation. Trends in Cognitive Sciences. 2012; 16(3): 174–180. [PubMed Abstract].
   Google Scholar
• Hrbáčková K., Vávrová S. Development and validation of self-regulation questionnaire in children and minors. Procedia - Social and Behavioral Sciences. 2014; 112: 730–737.
   Google Scholar
• In-Albon T., Klein A., Rinck M., Becker E., Schneider S. Development and evaluation of a new paradigm for the assessment of anxiety-disorder-specific interpretation bias using picture stimuli. Cognition and Emotion. 2008; 22(3): 422–436.
   Web of Science ®Google Scholar
• Karpicke J. D., Grimaldi P. J. Retrieval-based learning: a perspective for enhancing meaningful learning. Educational Psychology Review. 2012; 24(3): 401–418.
   Web of Science ®Google Scholar
• Knouse L. E., Feldman G., Blevins E. J. Executive functioning difficulties as predictors of academic performance: examining the role of grade goals. Learning and Individual Differences. 2014; 36: 19–26.
   Web of Science ®Google Scholar
• Korhonen J., Linnanmäki K., Aunio P. Learning difficulties, academic well-being and educational dropout: a person-centred approach. Learning and Individual Differences. 2014; 31: 1–10.
   Web of Science ®Google Scholar
• Kozina A. Developmental and time-related trends of anxiety from childhood to early adolescence: two-wave cohort study. European Journal of Developmental Psychology. 2014; 11(5): 546–559.
   Web of Science ®Google Scholar
• Lépine R., Bernardin S., Barrouuillet P. Attention switching and working memory spans. European Journal of Cognitive Psychology. 2005; 17(3): 329–345.
   Web of Science ®Google Scholar
• Lewandowsky S., Oberauer K., Yang L-X., Ecker U. H. K. A working memory test battery for MATLAB. Behavior Research Methods. 2010; 42(2): 571–585. [PubMed Abstract].
   Google Scholar
• MacCabe J. H., Wicks S., Löfving S., David A. S., Berndtsson Å., Gustafsson J-E., Allebeck P., Dalman C. Decline in cognitive performance between ages 13 and 18 years and the risk for psychosis in adulthood: a Swedish longitudinal cohort study in males. JAMA Psychiatry. 2013; 70(3): 261–270. [PubMed Abstract].
   Google Scholar
• Masten A. S., Desjardins C. D., Mccormick C. M., I-Cuni Kuo S., Long J. D. The significance of childhood competence and problems for adult success in work: a developmental cascade analysis. Development and Psychopathology. 2010; 22(3): 679–694. [PubMed Abstract].
   Google Scholar
• McDonald Connora C., Ponitz C. C., Phillips B. M., Travisa Q. M., Glasneya S., Morrison F. J. First graders’ literacy and self-regulation gains: the effect of individualizing student instruction. Journal of School Psychology. 2010; 48(5): 433–455.
   Web of Science ®Google Scholar
• Miyake A., Friedman N. P., Emerson M. J., Witzki A. H., Howerter A., Wager T. D. The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: a latent variable analysis. Cognitive Psychology. 2000; 41(1): 49–100. [PubMed Abstract].
   Google Scholar
• Moilanen K. L., Shaw D. S., Maxwell K. L. Developmental cascades: externalizing, internalizing, and academic competence from middle childhood to early adolescence. Development and Psychopathology. 2010; 22(3): 635–653. [PubMed Abstract] [PubMed CentralFull Text].
   Google Scholar
• Mononen R., Auino P., Koponen T. A pilot study of the effects of Right Start instruction on early numeracy skills of children with specific language impairment. Research in Developmental Disabilities. 2014; 35(5): 999–1014. [PubMed Abstract].
   Google Scholar
• Mulcahy C. A., Krezmien M., Maccini P. Teaching mathematics to secondary students with emotional and behavioral disorders: challenges and practical suggestions for teachers. Preventing School Failure: Alternative Education for Children and Youth. 2014; 58(2): 69–79.
   Google Scholar
• Muris P., Field A. P. Distorted cognition and pathological anxiety in children and adolescents. Cognition and Emotion. 2008; 22(3): 395–421.
   Web of Science ®Google Scholar
• Murphy M., Fonagy P. Mental health problems in children and young people. In the Annual Report of the Chief Medical Officer Our Children Deserve Better: Prevention Pays (chapter 10). 2013. https://www.gov.uk/government/organisations/department-of-health (Accessed 2014-01-15).
   Google Scholar
• Nie Y., Lau S., Liau A. K. Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences. 2011; 21(4): 736–741.
   Google Scholar
• Nyroos M., Hörnqvist-Wiklund C. The association between working memory and educational attainment as measured in different mathematical subtopics in the Swedish national assessment: primary education. Educational Psychology: An International Journal of Experimental Educational Psychology. 2012; 32(2): 239–256.
   Web of Science ®Google Scholar
• OECD (Organisation for Economic Co-operation and Development). Mental health and work: Sweden. 2013; OECD Publishing.
   Google Scholar
• OECD (Organisation for Economic Co-operation and Development). The OECD-Sweden education policy review: main issues and next steps. 2014; OECD Publishing.
   Google Scholar
• Owens M., Stevenson J., Hadwin J. A., Norgate R. Anxiety and depression in academic performance: an exploration of the mediating factors of worry and working memory. School Psychology International. 2012; 33(4): 433–449.
   Web of Science ®Google Scholar
• Owens M., Stevenson J., Hadwin J. A., Norgate R. When does anxiety help or hinder cognitive test performance? The role of working memory capacity. British Journal of Psychology. 2014; 105(1): 92–101. [PubMed Abstract].
   Google Scholar
• Patton G. C., Coffey C., Romaniuk H., Mackinnon A., Carlin J. B., Degenhardt L., Olsson C. A., Moran P. The prognosis of common mental disorders in adolescents: a 14-year prospective cohort study. Lancet. 2014; 383(9926): 1404–1411. [PubMed Abstract].
   Google Scholar
• Purves D., Augustine G. J., Fitzpatrick D., Hall W. C., LaMantia A-S., White L. E. Neuroscience, fifth edition. 2012; Sunderland, Massachusetts U.S.A.: Sinauer Associates, Inc..
   Google Scholar
• Putwain D. W., Daly T. Do clusters of test anxiety and academic buoyancy differentially predict academic performance?. Learning and Individual Differences. 2013; 27(1): 157–162.
   Google Scholar
• Raver C. C. Low-income children's self-regulation in the classroom: scientific inquiry for social change. American Psychologist. 2012; 67(8): 681–689. [PubMed Abstract] [PubMed CentralFull Text].
   Google Scholar
• Rhodes J. D., Colder C. R., Trucco E. M., Speidel C., Hawk L. W. Jr., Lengua L. J., Das Eiden R., Wiezcorek W. The interaction between self-regulation and motivation prospectively predicting problem behavior in adolescence. Journal of Clinical Child and Adolescent Psychology. 2013; 42(5): 681–692. [PubMed Abstract] [PubMed CentralFull Text].
   Google Scholar
• Rizzo P., Steinhausen H-C., Drechsler R. Self-perceptions of self-regulatory skills in children aged eight to 10 Years: development and evaluation of a new self-rating scale. Australian Journal of Educational and Developmental Psychology. 2010; 10: 123–143.
   Google Scholar
• Rohrer D., Pashler H. Recent research in human learning challenges conventional instructional strategies. Educational Researcher. 2010; 39(5): 406–412.
   Web of Science ®Google Scholar
• Rönnberg L. Exploring the intersection of marketisation and central state control through Swedish National School Inspection. Education Inquiry. 2011; 2(4): 689–707.
   Google Scholar
• Rose G. Sick individual and sick populations. International Journal of Epidemiology. 2001; 30(3): 427–432. [PubMed Abstract].
   Google Scholar
• Rose G. Rose's strategy of preventive medicine. 2011; Oxford University Press.
   Google Scholar
• Roslander P. The importance of personality, IQ and learning approaches: predicting academic performance. 2013; Doctoral thesis in Psychology, Lund University, Sweden.
   Google Scholar
• Scarpa A., Reyes N. M. Improving emotion regulation with CBT in young children with high functioning Autism Spectrum Disorders: a pilot study. Behavioural and Cognitive Psychotherapy. 2011; 39(4): 495–500. [PubMed Abstract].
   Google Scholar
• Schutz P. A., Distefano C., Benson J., Davis H. A. The Emotional Regulation during Testtaking Scale. Anxiety, Stress, and Coping: An International Journal. 2004; 17(3): 253–269.
   Web of Science ®Google Scholar
• Schwabe L., Joëls M., Roozendaal B., Wolf O. T., Oitzl M. S. Stress effects on memory: an update and integration. Neuroscience and Biobehavioral Reviews. 2012; 36(7): 1740–1749. [PubMed Abstract].
   Google Scholar
• Scoffham S., Barnes J. Happiness matters: towards a pedagogy of happiness and well-being. The Curriculum Journal. 2011; 22(4): 535–548.
   Google Scholar
• SFS (Svensk författningssamling). Skollag (2010:800) [School law; in Swedish]. 2010; Stockholm: Swedish Government.
   Google Scholar
• Skolinspektionen. Regelbunden tillsyn 2013 [Regular inspection 2012; in Swedish]. Rapport DNR 2014:1518. 2014; Stockholm: The Swedish Schools Inspectorate.
   Google Scholar
• Socialstyrelsen. Skolans metoder för att förebygga psykisk ohälsa hos barn: en nationell inventering i grundskolor och gymnasieskolor [Methods in schools to prevent ill-health in children: a national inventory in compulsory schools and upper secondary schools; in Swedish]. 2009; Stockholm: The National Board of Health and Welfare.
   Google Scholar
• Socialstyrelsen, Skolverket. Vägledning för elevhälsan [A guide to pupil health care; in Swedish]. 2014; Stockholm: The National Board of Health and Welfare, The National Educational Board.
   Google Scholar
• Sonnby K. Hur kan man i skolan upptäcka ungdomar som utsatts för sexuella övergrepp?. 2013; Stockholm. [How can you see youth that are being sexual abused? in Swedish] Konferens Program Psykisk (O)-Hälsa - Samhällets barn och unga. 30 January 2013.
   Google Scholar
• Sonnby K. Sex, aetiology, help-seeking and assessment. 2014; Sweden: Uppsala University. Doctoral thesis in Medicine.
   Google Scholar
• Stornes T., Bru E. Perceived motivational climates and self-reported emotional and behavioural problems among Norwegian secondary school students. School Psychology International. 2011; 32(4): 425–438.
   Web of Science ®Google Scholar
• Sullivan A. L., Sadeh S. S. Is there evidence to support the use of social skills interventions for students with emotional disabilities?. Journal of Applied School Psychology. 2014; 30(2): 107–131.
   Google Scholar
• Toering T. T., Elferink-Gemser M. T., Jonker L., Van Heuvelen M. J. G., Visscher C. Measuring self-regulation in a learning context: reliability and validity of the Self-Regulation of Learning Self-Report Scale (SRL-SRS). International Journal of Sport and Exercise Psychology. 2012; 10(1): 24–38.
   Google Scholar
• Tuominen-Soini H., Samela-Aro K., Niemivirta M. Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences. 2012; 22(3): 290–305.
   Web of Science ®Google Scholar
• Turner M. L., Engle R. W. Is working memory capacity task dependent?. Journal of Memory and Language. 1989; 28(2): 127–154.
   Web of Science ®Google Scholar
• Ullman H., Almeida R., Klingberg T. Structural maturation and brain activity predict future working memory capacity during childhood development. The Journal of Neuroscience. 2014; 34(5): 1592–1598. [PubMed Abstract].
   Google Scholar
• Unsworth N., Heitz R. P., Schrock J. C., Engle R. An automated version of the operation span task. Behavior Research Methods. 2005; 37(3): 498–505. [PubMed Abstract].
   Google Scholar
• Van Dam N. T., Gros D. F., Earleywine M., Antony M. M. Establishing a trait anxiety threshold that signals likelihood of anxiety disorders. Anxiety, Stress and Coping: An International Journal. 2013; 26(1): 70–86.
   PubMed Web of Science ®Google Scholar
• Vilgis V., Chen J., Silk T. J., Cunnington R., Vance A. Frontoparietal function in young people with dysthymic disorder (DSM-5: Persistent depressive disorder) during spatial working memory. Journal of Affective Disorders. 2014; 160: 34–42. [PubMed Abstract].
   Google Scholar
• Vingsle C. Formative assessment: teacher knowledge and skills to make it happen. 2014; Licentiand thesis in Pedagogical work, Umeå University, Sweden.
   Google Scholar
• von der Embse N., Hasson R. Test anxiety and high-stakes test performance between school settings: implications for educators. Preventing School Failure: Alternative Education for Children and Youth. 2012; 56(3): 180–187.
   Google Scholar
• Vytal K. E., Cornwell B. R., Letkiewicz A. M., Arkin N. E., Grillon C. The complex interaction between anxiety and cognition: insight from spatial and verbal working memory. Frontiers in Human Neuroscience. 2013; 7(93): 1–11.
   Google Scholar
• Weems C. F., Scott S. B., Graham R. A., Banks D. M., Russell J. D., Taylor L. K., Cannon M. F., Varela R. E., Scheeringa M. A., Perry A. M., Marino R. C. Fitting anxious emotion-focused intervention into the ecology of schools: results from a test anxiety program evaluation. Prevention Science. 2014
   Web of Science ®Google Scholar
• Weis M., Heikamp T., Trommsdorff G. Gender differences in school achievement: the role of self-regulation. Frontiers in Psychology. 2013; 4(442): 1–10.
   Google Scholar
• Weissman A. S., Antioro D., Chu B. C. Mayer M. J., van Acker R., Lochman J. E., Gresham F. M. Cognitive-behavioral therapy for anxious youth in school settings: advances and challenges. For Emotional and Behavioral Disorders: School-based Practice. 2008; New York: The Guilford Press. 173–203.
   Google Scholar
• Witt M. School based working memory training: preliminary finding of improvement in children's mathematical performance. Advances in Cognitive Psychology. 2011; 7(1): 7–15. [PubMed Abstract] [PubMed CentralFull Text].
   Google Scholar
• Wren D. G., Benson J. Measuring test anxiety in children: scale development and internal construct validation. Anxiety, Stress, and Coping. 2004; 17(3): 227–240.
   Web of Science ®Google Scholar
• Wu H-Y., Chu S-Y. Self-determination of young children with special needs from culturally and linguistically diverse backgrounds. Preventing School Failure. 2012; 56(3): 149–156.
   Google Scholar
• Zeidner M. Schutz P. A., Pekrun R. Test anxiety in educational contexts: concepts, findings, and future directions. Emotion and Education. 2007; San Diego, CA: Elsevier INC. 165–184.
   Google Scholar
• Zeidner M., Matthews G. Elliot A. J., Dweck C. S. Evaluation anxiety: current theory and research. Handbook of Competence and Motivation. 2005; New York: The Guilford Press. 141–166.
   Google Scholar