رابطۀ بین ترس از ارزیابی منفی دیگران و اضطراب ریاضی در دانش‌آموزان متوسطه با میانجیگری خودپندارة ریاضی

رباط میلی، س. و کریمی، م. (1397). نقش پیش‌بینی کنندگیِ باورهای فراشناختی، ذهن آگاهی و ترس از ارزیابی منفی در اضطراب اجتماعی نوجوانان. پژوهش‌های روان‌شناسی اجتماعی، 68-51.  https://www.socialpsychology.ir/article_87485.html

رضایی پور، ف.، جباری فر، ت.، برزگر بفرویی، ک. (1398). بررسی مقایسه‌ای ابعاد دلبستگی، ترس از ارزیابی منفی، سازگاری اجتماعی و تحصیلی بر اساس پیشرفت تحصیلی در دانشجویان با آسیب بینایی. فصلنامۀ روان­شناسی افراد استثنایی، 9(35)، 215-232.    Doi:10.22054/jpe.2020.44081.2014

شیخ‌الاسلامی، علی؛ سیداسماعیلی قمی، نسترن؛ سلمانی، علی و شارعی، آیسان. (1404). اثربخشی توانمندسازی روان­شناختی بر خودپندارۀ تحصیلی دانش‌آموزان با عملکرد تحصیلی پایین. پژوهش در نظام‌های آموزشی، 19(68)، 21-35. Doi:10.22034/jiera.2025.531981.3339

شیخ‌الاسلامی، ع.، بشیرگنبدی، س.، سیداسماعیلی قمی، ن. (1398). اثربخشی آموزش مهارت‌های خودآموزی کلامی بر اضطراب اجتماعی (ترس از ارزیابی منفی، اجتناب اجتماعی و اندوه در موقعیت‌های جدید، اجتناب اجتماعی و اندوه عمومی) دانش‌آموزان کمرو. مجلۀ مطالعات روان‌شناسی تربیتی،120-100. Doi: 10.22111/jeps.2020.5253

صالحی­نیا، ع. (1396). رابطۀ بین هوش هیجانی و الگوهای ارتباطی خانواده با اضطراب ریاضی دانش‌آموزان دورۀ دوم متوسطه شهر شیراز. پایان نامۀ کارشناسی ارشد دانشگاه آزاد واحد مرودشت.

قدم­پور، ع.، حیدریانی، ل.، برزگربفرویی، م.، نصیری هانیس، غ.، محمدی رایگانی، م. (1398). نقش میانجیگر حافظۀ کُنشگر و خودپنداشت ریاضی در رابطۀ اضطراب ریاضی و عملکرد ریاضی دانش‌آموزان. مجلۀ علوم روان‌شناختی، 18(83)، 2203-2211.   https://www. id.ir/paper/93188/fa

قرقانی، ی.، سیف، د. (1397). پیش‌بینی ابعاد اضطراب ریاضی بر مبنای باورهای فراشناختی در میان دانش‌آموزان تیزهوش دبیرستانی. نشریۀ علمی پژوهش‌های آموزش و یادگیری،15(1)،9-1.  Doi: 10.22070/tlr.2020.2516

مشجری صنعتی، م. (1396). بررسی اثربخشی آموزش راهبردهای یادگیری بر خودپندارۀ ریاضی و اضطراب ریاضی دانش‌آموزان دختر نابینا. پایان نامۀ کارشناسی ارشد روان‌شناسی تربیتی، دانشگاه تربیت دبیر رجایی.

واحدی، ش.، پیری، م.، ملک‌زاده، ر. (1397). اثربخشی نقشۀ مفهومی در آموزش مفاهیم ریاضی و خود پندارۀ ریاضی دانش‌آموزان ابتدایی. فصلنامۀ روان­شناسی تربیتی، 14(48)، 19-36. Doi:10.22054/jep.2018.3970.1165

Aghajani, S., Salmani, A. & Sharei, A. (2024). The effectiveness of education based on resilience on the attitude of responsibility and academic self-regulation of students who are children of divorce. Journal of School Psychology, 13(2), 1-16. [In Persian] Doi:10.22098/jsp.2024.15256.5878

Ahmed, W., Minnaert, A., Kuyper, H., & Van der Werf, G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learning and individual differences, 22(3), 385-389. Doi:10.1016/j.lindif.2011.12.004

Andika, W. D. Akbar, M. Yufiarti, S. S. & Sumarni, S. (2019, February). Playing board games with mathematical self-concept to support early numeracy skill of 5-6 years old children. In Journal of Physics: Conference Series.

Arens, A. K. Frenzel, A. C. & Goetz, T. (2020). Self-concept and self-efficacy in math: longitudinal interrelations and reciprocal linkages with achievement. The Journal of Experimental Education, 1-19. Doi:10.1088/1742-6596/1166/1/012019

Badri, R., Vahedi, Sh., Kaliai, L. (2014). Predicting math anxiety based on students' achievement goal orientation variables and teachers' and parents' goal orientation emphases. Journal of Educational Psychology Studies, 12(21), 21-42.(Persian)  Doi: 10.22111/JEPS.2015.2153

Balali, M., sadeghi, J., & Homayouni, A. (2023). The Intermediating Role of Self-Regulation in the Relationship between Math Educational Beliefs and Students’ Math Anxiety. Iranian Journal of Learning and Memory, (),-. Doi:10.22034/iepa.2023.170857

Baloglu, M. & Zelhart, P. F. (2007). Psychometric Properties of the Revised Mathematics Anxiety Rating scale. The Psychological Record, 57, 593–611. Doi:10.1007/BF03395597

Barroso, C. Ganley, C. M. McGraw, A. L. Geer, E. A. Hart, S. A. & Daucourt, M. C. (2020). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin. Doi: 10.1037/bul0000307

Cheema, J. R. & Sheridan, K. (2015). Time spent on homework, mathematics anxiety and mathematics achievement: Evidence from a US sample. Issues in Educational Research, 25(3), 246. https://www.iier.org.au/iier25/cheema.pdf

Chen, V. & Drummond, P. D. (2008). Fear of negative evaluation augments negative affect and somatic symptoms in social-evaluative situations. Cognition and Emotion, 22(1), 21-43. Doi:10.1080/02699930701273815

Devine, A. Hill, F. Carey, E. & Szűcs, D. (2018). Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety. Journal of Educational Psychology, 110(3), 431. Doi:10.1037/edu0000222

Downing, V. R. Cooper, K.M. Cala, J.M. Gin, L.E. Brownell, S.E. (2020). Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses. CBE life science education, 19(2),ar20-ar20. Doi:10.1187/cbe.19-09-0186

Freedman, E. (2003). Do you have math anxiety? A self test. Retrieved August, 10, 2004. 

Geukens, F. Maes, M. Spithoven, A. Pouwels, J. L. Danneel, S. Cillessen, A. H. ... & Goossens, L. (2020). Changes in adolescent loneliness and concomitant changes in fear of negative evaluation and self-esteem. International Journal of Behavioral Development, 0165025420958194. Doi:10.1177/0165025420958194

Ghadampour, A., Heydariani, L., Barzgarbfaroui, M., Nasiri Hanis, G., Mohammadi Raigani, M. (2018). The mediating role of working memory and math self-concept in the relationship between math anxiety and students' math performance. Journal of Psychological Sciences, 18(83), 2203-2211. (Persian) https://www.sid.ir/paper/93188/fa

Gunderson, E. A. Park, D. Maloney, E. A. Beilock, S. L. & Levine, S. C. (2018). Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19(1), 21-46. Doi:10.1080/15248372.2017.1421538

Hasty, L. M., Malanchini, M., Shakeshaft, N., Schofield, K., Malanchini, M., & Wang, Z. (2021).When anxiety becomes my propeller.British Journal of Educational Psychology, 91(1), 368-390. Doi: 10.1111/bjep.12366

Hlalele, D. (2023). Exploring rural high school learners’ experience of mathematics anxiety in academic settings. South African Journal of Education, 32(3), 255-266. Doi:10.15700/saje.v32n3a623

Ingles, C. J, La Greca, A. M, Marzo, J. C, Garcia-Lopez, L. J & Garcia-Fernandez, J. M, (2010). Social anxiety scale for adolescents: Factorial invariance and latent mean differences across gender and age in Spanish adolescents, Journal of Anxiety Disorders, 24, 847.855. Doi:10.1177/1073191114540749

Jafari, E., Bagherzadeh, F., Salmani, A., & Pourmohseni, F. (2024). The role of spiritual well-being and coping strategies with the anxiety of corona disease in military personnel. Military Psychology, 15(1), 93-114. [In Persian] Dor:20.1001.1.25885162.1403.15.1.5.7

Juklová, K., & Ulrichová, M. (2011). Changes of handicapped and other students self-concept and mutual attitudes as a result of their directed interaction.Procedia-Social and Behavioral Sciences, 29, 1228-1235. Doi:10.1016/j.sbspro.2011.11.357]

Kaskens, J. Sergers, E. Goei, S.L. van Luit,J.E.& Verhoeven,L. (2020). Impact of Children’s math self-concept, math-efficacy,Math anxiety, and teacher competencies on math developemant. Teaching and Teacher Education, 94,103096. Doi:10.1016/j.tate.2020.103096

Klein, M. S. (2004). Perfectionism, fear of negative evaluation, and competitive anxiety in athlets, master of art in psychology. College Of Art and Sciences American University, Washington, DS. Doi:10.1016/j.paid.2006.09.006

Kline, R. (2016). Data preparation and psychometrics review. Principles and practice of structural equation modeling (4th ed., pp. 64-96). New York, NY: Guilford.

Lee, C. Y. & Kung, H. Y. (2018). Math self-concept and mathematics achievement: Examining gender variation and reciprocal relations among junior high school students in Taiwan. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1239-1252. Doi:10.29333/ejmste/82535

Liss, M. Schiffrin, H. H. & Rizzo, K. M. (2013). Maternal guilt and shame: The role of self-discrepancy and fear of negative evaluation. Journal of Child and Family Studies, 22(8), 1112-1119. Doi: 10.1007/s10826-012-9673-2

Mammarella, I. C., Caviola, S., Rossi, S., Patron, E., & Palomba, D. (2023). Multidimensional components of (state) mathematics anxiety: Behavioral, cognitive, emotional, and psychophysiological consequences. Annals of the New York Academy of Sciences, 1523(1), 91-103. Doi:10.1111/nyas.14982

Moshajaree Sanathi, M. (2016). Investigating the effectiveness of teaching learning strategies on math self-concept and math anxiety of blind female students. Master's degree in Educational Psychology, Tarbiat Debir Rajaei University. (Persian) 

McDonough, I. M. & Ramirez, G. (2018). Individual differences in math anxiety and math self-concept promote forgetting in a directed forgetting paradigm. Learning and Individual Differences, 64, 33-42. Doi:10.1016/j.lindif.2018.04.007

Milli ligament, s. and Karimi, M. (2017). The predictive role of metacognitive beliefs, mindfulness and fear of negative evaluation in adolescent social anxiety. Social Psychology Research, 51-68. (Persian)  https://www.socialpsychology.ir/article_87485.html

Olson, A. M. & Stoehr, K. J. (2019). From numbers to narratives: Preservice teachers experiences with mathematics anxiety and mathematics teaching anxiety. School Science and Mathematics, 119(2), 72-82. Doi:10.1111/ssm.12320

Para, Telma and Johnston-Wilder, Sue (2023) Addressing mathematics anxiety : a case study in a high school in Brazil. Creative Education, 14 (2). pp. 377-399. Doi:10.4236/ce.2023.142025

Preacher, K. J. & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior research methods, 40(3), 879-891. Doi:10.3758/BRM.40.3.879

Qarqani, Y., Saif, D. (2017). Prediction of math anxiety dimensions based on metacognitive beliefs among gifted high school students. Scientific Journal of Education and Learning Research, 15(1), 1-9. (Persian)  Doi:10.22070/TLR.2020.2516

Radišić, J. Videnović, M. & Baucal, A. (2015). Math anxiety—contributing school and individual level factors. European Journal of Psychology of Education, 30(1), 1-20. Doi:10.1007/s10212-014-0224-7

Rezaipour, F., Jabarifar, T., Barzegar Bafroei, K. (2018). A comparative study of the dimensions of attachment, fear of negative evaluation, social and academic adjustment based on academic progress in students with visual impairment. Quarterly Journal of Psychology of Exceptional People, 9(35), 215-232. (Persian)  Doi:10.22054/jpe.2020.44081.2014

Salehinia, A. (2016). The relationship between emotional intelligence and family communication patterns with math anxiety of second year high school students in Shiraz. The completion of the master's degree at Azad University, Marodasht branch. (Persian) 

Samuel, T. S. & Warner, J. (2021). “I Can Math! ”: reducing math anxiety and increasing math self-efficacy using a mindfulness and growth mindset-based intervention in first-year students. Community College Journal of Research and Practice, 45(3), 205-222. Doi:10.1080/10668926.2019.1666063

Sheykholeslami, A., Seyedesmaili Ghomi, N., Salmani, A. & Sharei, A . (2025). The effectiveness of psychological empowerment on academic self-concept of students with low academic performance. Journal of Research in Educational Systems, 19(68), 21-35. [In Persian] Doi:10.22034/jiera.2025.531981.3339

Sheikh Al-Islami, A., Bashir Gonbadi, S., Saidasmaili Qomi, N. (2018). The effectiveness of verbal self-learning skills training on social anxiety (fear of negative evaluation, social avoidance and sadness in new situations, social avoidance and general sadness) of shy students. Journal of Educational Psychology Studies, 100-120. (Persian)  Doi:10.22111/JEPS.2020.5253

Takmini, S. and Zarbakhsh Bahri, M. (2015). Investigating the relationship between learning problems and metacognitive state with math anxiety of first high school students. Empowering Exceptional Children Quarterly, 7(18), 68-78. (Persian) https://www.ceciranj.ir/article_63658.html

Vahedi, Sh., Piri, M., Malekzadeh, R. (2017). The effectiveness of concept map in teaching mathematical concepts and mathematical self-concept of primary school students. Educational Psychology Quarterly, 14(48), 19-36. (Persian)  Doi:10.22054/jep.2018.3970.1165

Weeks, J. W. & Howell, A. N. (2012). The bivalent fear of evaluation model of social anxiety: Further integrating findings on fears of positive and negative evaluation. Cognitive Behaviour Therapy, 41(2), 83-95. Doi:10.1080/16506073.2012.661452

Wilkins, J. L. (2004). Mathematics and science self-concept: An international investigation. The Journal of Experimental Education, 72(4), 331-346. Doi: 10.3200/JEXE.72.4.331-346

Zanabazar, A. ., Deleg, A. ., & Ravdan, M. . (2023). A study of factors causing math anxiety among undergraduate students . International Journal of Innovative Research and Scientific Studies, 6(3), 578–585. Doi:10.53894/ijirss.v6i3.1609