Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school

By Elizabeth A. Gunderson, Daeun Park, Erin A. Maloney, Sian L. Beilock, Susan C. Levine. 2018

236 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/58df2552cc4d9bb6c520147151571b0fbbea3546

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Erin A. Maloney
2. Gerardo Ramirez
3. Stacy T. Shaw
4. Elizabeth A. Gunderson
5. Sian L. Beilock

Citations in the corpus

• Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework (2018, background): “For instance, we previously summarized several studies (Gunderson et al., 2017; Ma & Xu, 2004; Ramirez, Fries, et al., 2017) showing that early achievement has a much stronger effect on later anxiety, relative to the effect that early anxiety has on later achievement.”