These are the sources and citations used to research mastery vs performance goals on mathematics anxiety. This bibliography was generated on Cite This For Me on
In-text: (Anderman et al., 2001)
Your Bibliography: Anderman, E., Eccles, J., Yoon, K., Roeser, R., Wigfield, A. and Blumenfeld, P. (2001). Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices. Contemporary Educational Psychology, 26(1), pp.76-95.
In-text: (Ashcraft and Krause, 2007)
Your Bibliography: Ashcraft, M. and Krause, J. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), pp.243-248.
In-text: (Bloom and Sommo, 2005)
Your Bibliography: Bloom, D. and Sommo, C. (2005). Building Learning Communities; Early Results from the Opening Doors Demonstration at Kingsborough Community College. Opening Doors. MDRC, pp.25-50.
In-text: (Boaler, 1999)
Your Bibliography: Boaler, J. (1999). Participation, Knowledge and Beliefs: A Community Perspective on Mathematics Learning. Educational Studies in Mathematics, 40(3), pp.259-281.
In-text: (Bonnett, Yuill and Carr, 2017)
Your Bibliography: Bonnett, V., Yuill, N. and Carr, A. (2017). Mathematics, mastery and metacognition: How adding a creative approach can support children in maths. Educational and Child Psychology, 34(1), pp.83-93.
In-text: (Conway and Sloane, 2005)
Your Bibliography: Conway, P. and Sloane, F. (2005). International trends in post-primary mathematics education: perspectives on learning, teaching and assessmen. National Council for Curriculum and Assessment, pp.181-185.
In-text: (Cropp, 2017)
Your Bibliography: Cropp, I. (2017). Using peer mentoring to reduce mathematical anxiety. Research Papers in Education, 32(4), pp.481-500.
In-text: (Crouzevialle and Butera, 2016)
Your Bibliography: Crouzevialle, M. and Butera, F. (2016). The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement. Swiss Journal of Psychology, 75(3), pp.123-132.
In-text: (Elliot and Church, 1997)
Your Bibliography: Elliot, A. and Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), pp.218-232.
In-text: (Erturan and Jansen, 2015)
Your Bibliography: Erturan, S. and Jansen, B. (2015). An investigation of boys’ and girls’ emotional experience of math, their math performance, and the relation between these variables. European Journal of Psychology of Education, 30(4), pp.421-435.
In-text: (Furner and Gonzalez-DeHass, 2011)
Your Bibliography: Furner, J. and Gonzalez-DeHass, A. (2011). How do Students’ Mastery andPerformance Goals Relate to MathAnxiety?. Eurasia Journal of Mathematics, Science and Technology Education, 7(4), pp.227-242.
In-text: (George, Khazanov and McCarthy, 2015)
Your Bibliography: George, M., Khazanov, L. and McCarthy, C. (2015). Peer Coaching of At-Risk Students in a Remedial Mathematics Course. Community College Journal of Research and Practice, 39(11), pp.1022-1038.
In-text: (Gonzalez-DeHass et al., 2017)
Your Bibliography: Gonzalez-DeHass, A., Furner, J., Vásquez-Colina, M. and Morris, J. (2017). Pre-service elementary teachers' achievement goals and their relationship to math anxiety. Learning and Individual Differences, 60, pp.40-45.
In-text: (Hoffman, 2010)
Your Bibliography: Hoffman, B. (2010). “I think I can, but I'm afraid to try”: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learning and Individual Differences, 20(3), pp.276-283.
In-text: (Kaplan and Maehr, 2006)
Your Bibliography: Kaplan, A. and Maehr, M. (2006). The Contributions and Prospects of Goal Orientation Theory. Educational Psychology Review, 19(2), pp.141-184.
In-text: (Klados et al., 2017)
Your Bibliography: Klados, M., Pandria, N., Micheloyannis, S., Margulies, D. and Bamidis, P. (2017). Math anxiety: Brain cortical network changes in anticipation of doing mathematics. International Journal of Psychophysiology, 122, pp.24-31.
In-text: (Lin, Durbin and Rancer, 2016)
Your Bibliography: Lin, Y., Durbin, J. and Rancer, A. (2016). Perceived instructor argumentativeness, verbal aggressiveness, and classroom communication climate in relation to student state motivation and math anxiety. Communication Education, 66(3), pp.330-349.
In-text: (Meissel and Rubie-Davies, 2015)
Your Bibliography: Meissel, K. and Rubie-Davies, C. (2015). Cultural invariance of goal orientation and self-efficacy in New Zealand: Relations with achievement. British Journal of Educational Psychology, 86(1), pp.92-111.
In-text: (Metje, Frank and Croft, 2007)
Your Bibliography: Metje, N., Frank, H. and Croft, P. (2007). Can't do maths—understanding students' maths anxiety. Teaching Mathematics and its Applications: An International Journal of the IMA, 26(2), pp.79-88.
In-text: (Morrone et al., 2004)
Your Bibliography: Morrone, A., Harkness, S., D'Ambrosio, B. and Caulfield, R. (2004). Patterns of Instructional Discourse that Promote the Perception of Mastery Goals in a Social Constructivist Mathematics Course. Educational Studies in Mathematics, 56(1), pp.19-38.
In-text: (Mouratidis et al., 2018)
Your Bibliography: Mouratidis, A., Michou, A., Demircioğlu, A. and Sayil, M. (2018). Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics. Learning and Individual Differences, 61, pp.127-135.
In-text: (National Council for Curriculum and Assessment, 2017)
Your Bibliography: National Council for Curriculum and Assessment (2017). Draft Specification for Junior Cycle Mathematics. [online] National Council for Curriculum and Assessment, pp.5-8. Available at: https://www.ncca.ie/media/3164/jcmathematics_draft_specification.pdf [Accessed 7 Dec. 2017].
In-text: (Schenke et al., 2015)
Your Bibliography: Schenke, K., Lam, A., Conley, A. and Karabenick, S. (2015). Adolescents' help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year. Contemporary Educational Psychology, 41, pp.133-146.
In-text: (Shim, Rubenstein and Drapeau, 2016)
Your Bibliography: Shim, S., Rubenstein, L. and Drapeau, C. (2016). When perfectionism is coupled with low achievement: The effects on academic engagement and help seeking in middle school. Learning and Individual Differences, 45, pp.237-244.
In-text: (Viseu and Oliveira, 2012)
Your Bibliography: Viseu, F. and Oliveira, I. (2012). Open-ended Tasks in the Promotion of Classroom Communication in Mathematics. International Electronic Journal of Elementary Education,, 4(2), pp.287-300.
In-text: (Walshaw and Anthony, 2008)
Your Bibliography: Walshaw, M. and Anthony, G. (2008). Creating Productive Learning Communities in the Mathematics Classroom: An International Literature Review. Pedagogies: An International Journal, 3(3), pp.133-149.
In-text: (Wenger, 2000)
Your Bibliography: Wenger, E. (2000). Communities of Practice and Social Learning Systems. Organization, 7(2), pp.225-246.
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