Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation

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Relationships of mathematics performance, control and value beliefs with cognitive and affective math anxiety (2017, background): “Long term studies suggest that math anxious individuals exhibit negative attitudes toward activities involving mathematical problems (Ahmed et al., 2012; Hembree, 1990; Ho et al., 2000; Kyttälä & Björn, 2010; Ma, 1999; Schwarzer et al., 1989).”
Reciprocal relations between students' academic enjoyment, boredom, and achievement over time (2017, background): “…emotions are not merely a by-product of learning and achievement but, critically, impact on subsequent achievement in tandem with self-system variables such as motivation, learning strategies, and competence beliefs (e.g., Kyttälä & Björn, 2010; Pekrun, Goetz, Daniels, Stupinsky, & Perry, 2010).”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, background): “Kyttala & Bjorn, 2010 ; Pekrun et al, 2002 ; Ruthig et al, 2008 ; Seegers & Boekaerts, 1993 ).”