Alkan, V. (2011). Etkili matematik öğretiminin gerçekleştirilmesindeki engellerden biri: kaygı ve
nedenleri, Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29, 89-107.
Arı, K., Savaş, E., & Konca, Ş. (2010). İlköğretim 7. sınıf öğrencilerinin matematik kaygısının
nedenlerinin incelenmesi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 29,
211-230.
Armstrong, J. (1985). A national assessment of participation and achievement in women in mathematics.
In S. Chipman, L. Brush, & D. Wilson (Eds.), Women and Mathematics: Balancing
the Equation (ss. 59-94). Hillsdale, NJ: Erlbaum.
Aydın, B. (2011). İlköğretim ikinci kademe düzeyinde matematik kaygısının cinsiyete göre farklılıkları
üzerine bir çalışma, Kastamonu Eğitim Dergisi, 19(3), 1029-1036.
Betz, N.E. (1978). Prevalence, distribution and correlates of math anxiety in college students.
Journal of Counseling Psychology, 25(5), 441-448.
Bindak, R., & Dursun, Ş. (2011). İlköğretim II. kademe öğrencilerinin matematik kaygılarının
incelenmesi, Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 35(1), 18- 21.
Brush, L.R. (1978). A validation study of the Mathematics Anxiety Rating Scale (MARS). Educational
and Psychological Measurement, 38, 485-490.
Burton, G. M. (1979). Getting comfortable with mathematics. Th e Elementary School Journal, 79,
129-135.
Büyüköztürk, Ş. (2002). Faktör analizi: temel kavramlar ve ölçek geliştirmede kullanımı. Eğitim
Yönetimi Dergisi, 470-473.
Büyüköztürk, Ş., Akgün, Ö. E., Kahveci, Ö. & Demirel, F. (2004). Güdülenme ve öğrenme
stratejileri ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada
Eğitim Bilimleri, 4(2), 210-239.
Büyüköztürk, Ş., Çakmak, E. Kılıç, A., Özcan, E., Karadeniz, Ş., & Demirel, F. (2011). Bilimsel
araştırma yöntemleri, Ankara: Pegem Akademik Yayınları.
Chiu, L., & Henry, L. (1990). Development and validation of the Mathematics Anxiety Scale for
Children. Measurement & Evaluation in Counseling & Development, 23(3), 121-127.
Csikszentmihalyi, M., & Larson, R. (1987). Validity and reliability of the experience sampling
method. Journal of Nervous and Mental Disease. 175(9), 526-536.
Donady, B., & Tobias, S. (1977). Math anxiety. Teacher, 95(3), 71-74.
Efk lides, A., & Volet, S. (Eds.) (2005). Feelings and emotions in the learning process [special
issue]. Learning and Instruction, 15, 377-515.
Eroğlu, A. (2009). Faktör Analizi. Ş. Kalaycı (Ed.), SPSS Uygulamalı çok değişkenli istatistik teknikleri
(ss.321–331). Ankara: Asil Yayın Dağıtım.
Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman Mathematics Attitude Scale: Instruments
designed to measure attitudes toward the learning of mathematics by females and
males, JAS Catalog of Selected Documents in Psychology, 6, 31.
Field, A. (2005). Discovering Statistics Using SPSS (2nd. edition) Th ousand Oaks, CA: Sage Publications,
Inc.
Hembree, R. (1990). Th e nature, eff ects, and relief of mathematics anxiety. Journal for Research in
Mathematics Education, 21(1), 33-46.
Hendel, D.D. (1980) Experimental and aff ective correlates of math anxiety in adult women. Psychology
of Women Quarterly, 5, 219-230.
Klein, P. (1986). A handbook of test construction. London: Routledge.
Güney HACIÖMEROĞLU · Sezgin BİLGEN · Mesut TABUK
94
Lichtenfeld, S., Pekrun, R., Stupnisky, R.H., Reissi K. & Murayama, K.(2012). Measuring students’
emotions in the early years: Th e Achiement emoutions questionnaire-elementary scool
(AEQ-ES). Learning and Individual Diff erences, 22, 190-201.
Linnenbrink, E. A. (2006). Emotion research in education: Th eoretical and methodological perspectives
on the integration of aff ect, motivation, and cognition. Educational Psychology
Review, 18, 307-314.
Linnenbrink-Garcia, L., & Pekrun, R. (Eds.). (2011). Students’ emotions and academic engagement
[Special issue]. Contemporary Educational Psychology, 36, 1-70.
Meece, J. L.,Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its consequences
for young adolescents’ course enrollment intentions and performances in mathematics.
Journal of Educational Psychology, 82, 60-70.
Nie, Y., Lau, S., & Liau, A. (2011). Role of academic self-eff icacy in moderating the relation between
task importance and test anxiety. Learning and Individual Diff erences, 21, 736-741.
Peker, M., & Şentürk, B. (2012). İlköğretim 5. sınıf öğrencilerinin matematik kaygılarının bazı
değişkenler açısından incelenmesi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 34,
21-32.
Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J. Heckhausen
(Ed.), Motivational Psychology of Human Development: Developing Motivation and
Motivating Development (ss.143-163). NewYork, NY: Elsevier Science.
Pekrun, R. (2006). Th e control-value theory of achievement emotions: Assumptions, corollaries,
and implications for educational research and practice. Educational Psychology Review,
18, 315–341.
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). Th e control-value theory of achievement
emotions: An integrative approach to emotions in education. In P.A. Schutz, & R.
Pekrun (Eds.), Emotion in education (ss. 13-36). San Diego, CA: Academic Press.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in
students’ learning and performance: Th e Achievement Emotions Questionnaire (AEQ).
Contemporary Educational Psychology, 36, 36-48.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated
learning and achievement: A program of quantitative and qualitative research. Educational
Psychologist, 37, 91-106.
Putwain D.W., & Best, N. (2011). Fear appeals in the primary classroom: eff ects on test anxiety
and test grade. Learning and Individual Diff erences, 21, 580-584.
Richardson, F. C., & Suinn, R. M. (1972). Th e Mathematics Anxiety Rating Scale: Psychometric
data. Journal of Counseling Psychology, 19, 551-554.
Schutz, P. A., & Pekrun, R. (2007). Introduction to emotion in education. In P. A. Schutz, & R.
Pekrun (Eds.), Emotion in education (ss. 3–10). San Diego, CA: Academic Press.
Segool, N., Carlson, J., Goforth, A., Von der Embse, N., & Barterian, J. (2013). Heightened test
anxiety among young children: Elementary school students anxious responses to high-
stakes testing. Psychology in the Schools, 50(5), 489-499.
Stipek, D. J., & Gralinski, J. H. (1991). Gender diff erences in children’s achievementrelated beliefs
and emotional responses to success and failure in mathematics. Journal of Educational
Psychology, 83, 361-371.
Sungur, O. (2009). Korelasyon Analizi. Ş. Kalaycı (Ed.), SPSS uygulamalı çok değişkenli istatistik
teknikleri (ss.321–331). Ankara: Asil Yayın Dağıtım.
Eğitim Bilimleri Dergisi / Journal of Educational Sciences • Yıl: Haziran 2013 • Cilt-Sayı: 38 • ss: 85-96
95
Sümer, N. (2000). Yapısal eşitlik modelleri: temel kavramlar ve örnek uygulamalar. Türk Psikoloji
Yazıları, 3(6), 49–74.
Tobias S., & Weisbrod C. (1980). Anxiety and mathematics: An update. Harvard Educational
Review, 50, 63-70.
Von der Embse, N., Barterian, J. & Segool, N. (2013). Test anxiety interventions for children and
adolescents: A systematic review of treatment studies from 2000-2010. Psychology in the
Schools, 50(1), 57-71.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological
Review, 92, 548-573.
Wigfield, A., & Meece, J. (1988). Math anxiety in elementary and secondary school students.
Journal of Educational Psychology, 80, 210-216.
Yenilmez, K. & Özbey, N. (2006). Özel okul ve devlet okulu öğrencilerinin matematik kaygı düzeyleri
üzerine bir araştırma. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 431-448.
Yılmaz, V. & Çelik, E. H. (2009). Lisrel ile Yapısal Eşitlik Modellemesi-I: Temel Kavramlar, Uygulamalar,
Programlama. Ankara: Pegem Akademi Yayıncılık.
Yüksel-Şahin, F. (2008). Mathematics anxiety among 4th and 5th grade Turkish elementary school
students. International Electronic Journal of Mathematics Education, 3(3), 179-192.
Güney HACIÖMEROĞLU · Sezgin BİLGEN · Mesut TABUK
96
Thank you for copying data from http://www.arastirmax.com