These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

226 related articles for article (PubMed ID: 32199102)

  • 1. The longitudinal role of mathematics anxiety in mathematics development: Issues of gender differences and domain-specificity.
    Wang Z; Rimfeld K; Shakeshaft N; Schofield K; Malanchini M
    J Adolesc; 2020 Apr; 80():220-232. PubMed ID: 32199102
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Achievement, self-concept and anxiety in mathematics and English: A three-wave cross-lagged panel study.
    Zhang J; Chiu MM; Lei H
    Br J Educ Psychol; 2023 Mar; 93(1):56-72. PubMed ID: 36751144
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Self-concept mediates the relation between achievement and emotions in mathematics.
    Van der Beek JPJ; Van der Ven SHG; Kroesbergen EH; Leseman PPM
    Br J Educ Psychol; 2017 Sep; 87(3):478-495. PubMed ID: 28440010
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Control-value theory in the context of teaching: does teaching quality moderate relations between academic self-concept and achievement emotions?
    Lazarides R; Raufelder D
    Br J Educ Psychol; 2021 Mar; 91(1):127-147. PubMed ID: 32369196
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Anxiety is not enough to drive me away: A latent profile analysis on math anxiety and math motivation.
    Wang Z; Shakeshaft N; Schofield K; Malanchini M
    PLoS One; 2018; 13(2):e0192072. PubMed ID: 29444137
    [TBL] [Abstract][Full Text] [Related]  

  • 6. When anxiety becomes my propeller: Mental toughness moderates the relation between academic anxiety and academic avoidance.
    Hasty LM; Malanchini M; Shakeshaft N; Schofield K; Malanchini M; Wang Z
    Br J Educ Psychol; 2021 Mar; 91(1):368-390. PubMed ID: 32681595
    [TBL] [Abstract][Full Text] [Related]  

  • 7. A multidimensional examination of math anxiety and engagement on math achievement.
    Quintero M; Hasty L; Li T; Song S; Wang Z
    Br J Educ Psychol; 2022 Sep; 92(3):955-973. PubMed ID: 34957545
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure.
    Pinxten M; Marsh HW; De Fraine B; Van Den Noortgate W; Van Damme J
    Br J Educ Psychol; 2014 Mar; 84(Pt 1):152-74. PubMed ID: 24547759
    [TBL] [Abstract][Full Text] [Related]  

  • 9. The reciprocal internal/external frame of reference model using grades and test scores.
    Möller J; Zimmermann F; Köller O
    Br J Educ Psychol; 2014 Dec; 84(Pt 4):591-611. PubMed ID: 24953631
    [TBL] [Abstract][Full Text] [Related]  

  • 10. English learners' achievement in mathematics and science: Examining the role of self-efficacy.
    Sandilos LE; Baroody AE; Rimm-Kaufman SE; Merritt EG
    J Sch Psychol; 2020 Apr; 79():1-15. PubMed ID: 32389245
    [TBL] [Abstract][Full Text] [Related]  

  • 11. A structural model for predicting mathematics achievement: its relation with anxiety and self-concept in mathematics.
    Abu-Hilal MM
    Psychol Rep; 2000 Jun; 86(3 Pt 1):835-47. PubMed ID: 10876331
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety.
    Devine A; Fawcett K; Szűcs D; Dowker A
    Behav Brain Funct; 2012 Jul; 8():33. PubMed ID: 22769743
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Development of achievement goals and their relation to academic interest and achievement in adolescence: A review of the literature and two longitudinal studies.
    Scherrer V; Preckel F; Schmidt I; Elliot AJ
    Dev Psychol; 2020 Apr; 56(4):795-814. PubMed ID: 32052983
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Ability self-concept formation in elementary school: No dimensional comparison effects across time.
    Weidinger AF; Steinmayr R; Spinath B
    Dev Psychol; 2019 May; 55(5):1005-1018. PubMed ID: 30730172
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Do girls really experience more anxiety in mathematics?
    Goetz T; Bieg M; Lüdtke O; Pekrun R; Hall NC
    Psychol Sci; 2013 Oct; 24(10):2079-87. PubMed ID: 23985576
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects.
    Pekrun R; Lichtenfeld S; Marsh HW; Murayama K; Goetz T
    Child Dev; 2017 Sep; 88(5):1653-1670. PubMed ID: 28176309
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Re-examining the reciprocal effects model of self-concept, self-efficacy, and academic achievement in a comparison of the Cross-Lagged Panel and Random-Intercept Cross-Lagged Panel frameworks.
    Burns RA; Crisp DA; Burns RB
    Br J Educ Psychol; 2020 Mar; 90(1):77-91. PubMed ID: 30657590
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Unstable identity compatibility: how gender rejection sensitivity undermines the success of women in science, technology, engineering, and mathematics fields.
    Ahlqvist S; London B; Rosenthal L
    Psychol Sci; 2013 Sep; 24(9):1644-52. PubMed ID: 23818652
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Frames of reference for self-evaluation of ability in mathematics.
    Skaalvik S; Skaalvik EM
    Psychol Rep; 2004 Apr; 94(2):619-32. PubMed ID: 15154194
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Effects of achievement differences for internal/external frame of reference model investigations: A test of robustness of findings over diverse student samples.
    Schmidt I; Brunner M; Preckel F
    Br J Educ Psychol; 2018 Dec; 88(4):513-528. PubMed ID: 29131322
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 12.