Table of Contents Author Guidelines Submit a Manuscript
Child Development Research
Volume 2012, Article ID 982672, 10 pages
http://dx.doi.org/10.1155/2012/982672
Research Article

Math Self-Assessment, but Not Negative Feelings, Predicts Mathematics Performance of Elementary School Children

1Developmental Neuropsychology Laboratory, Department of Psychology, Federal University of Minas Gerais, 31270-901 Belo Horizonte, MG, Brazil
2Child and Adolescent Health Graduate Program, Medical School, Federal University of Minas Gerais, 31270-901 Belo Horizonte, MG, Brazil
3Neuroscience Graduate Program, Federal University of Minas Gerais, 31270-901 Belo Horizonte, MG, Brazil
4Donders Institute for Brain, Cognition and Behavior, Radboud University Nijmegen, 106525 GA Nijmegen, The Netherlands
5Department of Neuropsychology, Institute of Psychology, Karl-Franzens-University of Graz, 8010 Graz, Austria

Received 9 May 2012; Revised 27 July 2012; Accepted 21 August 2012

Academic Editor: Mark Ashcraft

Copyright © 2012 Vitor Geraldi Haase et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Citations to this Article [9 citations]

The following is the list of published articles that have cited the current article.

  • Guilherme Wood, Pedro Pinheiro-Chagas, Annelise Júlio-Costa, Letícia Rettore Micheli, Helga Krinzinger, Liane Kaufmann, Klaus Willmes, and Vitor Geraldi Haase, “Math Anxiety Questionnaire: Similar Latent Structure in Brazilian and German School Children,” Child Development Research, vol. 2012, pp. 1–10, 2012. View at Publisher · View at Google Scholar
  • Kinga Morsanyi, Chiara Busdraghi, and Caterina Primi, “Mathematical anxiety is linked to reduced cognitive reflection: a potential road from discomfort in the mathematics classroom to susceptibility to biases,” Behavioral and Brain Functions, vol. 10, 2014. View at Publisher · View at Google Scholar
  • Maria Raquel Santos Carvalho, Gabrielle Vianna, Lívia de Fátima Silva Oliveira, Annelise Julio Costa, Pedro Pinheiro-Chagas, Rosane Sturzenecker, Paulo Ricardo Gazzola Zen, Rafael Fabiano Machado Rosa, Marcos José Burle de Aguiar, and Vitor Geraldi Haase, “Are 22q11.2 distal deletions associated with math difficulties?,” American Journal of Medical Genetics Part A, 2014. View at Publisher · View at Google Scholar
  • Annelise Júlio-Costa, Isabella Starling-Alves, Júlia Beatriz Lopes-Silva, Guilherme Wood, and Vitor Geraldi Haase, “Stable measures of number sense accuracy in math learning disability: Is it time to proceed from basic science to clinical application?,” PsyCh Journal, 2015. View at Publisher · View at Google Scholar
  • Luciane R. Piccolo, Claudia Hofheinz Giacomoni, Annelise Julio-Costa, Susani Oliveira, John Zbornik, Vitor G. Haase, and Jerusa F. Salles, “Reading Anxiety in L1: Reviewing the Concept,” Early Childhood Education Journal, 2016. View at Publisher · View at Google Scholar
  • Ann Dowker, Amar Sarkar, and Chung Yen Looi, “Mathematics Anxiety: What Have We Learned in 60 Years?,” Frontiers in Psychology, vol. 7, 2016. View at Publisher · View at Google Scholar
  • Riikka Sorvo, Tuire Koponen, Helena Viholainen, Tuija Aro, Eija Räikkönen, Pilvi Peura, Ann Dowker, and Mikko Aro, “Math anxiety and its relationship with basic arithmetic skills among primary school children,” British Journal of Educational Psychology, 2017. View at Publisher · View at Google Scholar
  • Ahmed A. Moustafa, Richard Tindle, Zaheda Ansari, Margery J. Doyle, Doaa H. Hewedi, and Abeer Eissa, “Mathematics, anxiety, and the brain,” Reviews in the Neurosciences, vol. 28, no. 4, 2017. View at Publisher · View at Google Scholar
  • Sophie Batchelor, Camilla Gilmore, and Matthew Inglis, “Parents' and Children's Mathematics Anxiety,” Understanding Emotions in Mathematical Thinking and Learning, pp. 315–336, 2017. View at Publisher · View at Google Scholar