Research graph
References from To be ashamed or not to be ashamed? Profiles of pre-service teachers' shame in mathematics. Local targets link to admitted publications; unresolved targets remain external evidence.
Is content knowledge pre-requisite of pedagogical content knowledge? An empirical investigation
10.1007/s10857-020-09466-0 · 2021 · External reference
Factor analysis and AIC
10.1007/bf02294359 · 1987 · External reference
From anxiety to enthusiasm: Emotional patterns among student teachers
10.1080/02619768.2017.1349095 · 2017 · External reference
The twofold multidimensionality of academic self-concept: Domain specificity and separation between competence and affect components
10.1037/a0025047 · 2011 · External reference
Multiple-group factor analysis alignment
10.1080/10705511.2014.919210 · 2014 · External reference
An introduction to latent variable mixture modeling (part 1): Overview and cross-sectional latent class and latent profile analyses
10.1093/jpepsy/jst084 · 2014 · External reference
Shame: An emotional response to doing mathematics as an adult and a teacher
10.1080/0141192022000015543 · 2002 · External reference
Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries
10.1016/j.tate.2011.08.006 · 2012 · External reference
Beyond dichotomies: Competence viewed as a continuum
10.1027/2151-2604/a000194 · 2015 · External reference
Process mediates structure: The relation between preschool teacher education and preschool teachers' knowledge
10.1037/edu0000147 · 2017 · External reference
The quality of mathematics teaching from a mathematics educational perspective: What do we actually know and which questions are still open?
10.1007/s11858-024-01600-z · 2024 · External reference
Social emotions and cognition: Shame, guilt and working memory
10.1016/j.sbspro.2014.01.1189 · 2014 · External reference
A latent profile analysis of achievement emotions and their relationships with students' perceived teaching quality in mathematics classrooms
10.1016/j.tate.2024.104893 · 2025 · External reference
Mathematics in initial teacher education programs in Sweden, Germany, and Australia
2019 · External reference
Adjustment to college as measured by the student adaptation to college questionnaire: A quantitative review of its structure and relationships with correlates and consequences
10.1007/s10648-011-9184-5 · 2012 · External reference
The big-fish-little-pond effect: What do we know and where do we go from here?
10.1007/s10648-008-9071-x · 2008 · External reference
Beginning teachers’ efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge
10.1016/j.cedpsych.2014.11.003 · 2015 · External reference
Academic motivation and emotions are experienced in learning situations, so let's study them. Introduction to the special issue
10.1016/j.learninstruc.2022.101623 · 2022 · External reference
Operationalisierung des mathematikbezogenen Wissens angehender frühpädagogischer Fachkräfte [operationalizing the mathematics-related knowledge of prospective early childhood education professionals]
2017 · External reference
One model to fit them all? A mixture distribution path analysis of preservice early childhood teachers' beliefs, emotions, and knowledge
10.1007/s11858-025-01686-z · 2025 · External reference
First-year students’ achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment
10.1111/bjep.12650 · 2024 · External reference
The role of teachers' emotions and their assessment in professional development research: A systematic review
10.1007/s10648-025-10048-w · 2025 · External reference
Gender differences in self-conscious emotional experience: A meta-analysis
10.1037/a0027930 · 2012 · External reference
A theory of social comparison processes
10.1177/001872675400700202 · 1954 · External reference
Addressing math anxiety in the classroom
10.1177/1365480214521457 · 2014 · External reference
Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics
10.1007/bf03173468 · 2007 · External reference
Achievement emotions in Germany and China: A cross-cultural validation of the academic emotions questionnaire—Mathematics
10.1177/0022022107300276 · 2007 · External reference
Teacher emotions in the classroom and their implications for students
10.1080/00461520.2021.1985501 · 2021 · External reference
The role of shame in language learning
2018 · External reference
More value through greater differentiation: Gender differences in value beliefs about math
10.1037/edu0000003 · 2015 · External reference
Social and emotional pathways to shame reduction: An RCT with preservice teachers
2026 · External reference
“Im a bit out of place here”.—Preservice teachers positioning in the figured world of university mathematics
10.1007/s10649-024-10315-7 · 2024 · External reference
The emotional turn in higher education: A psychoanalytic contribution
10.1080/13562517.2016.1183618 · 2016 · External reference
The domain specificity of academic emotional experiences
10.3200/jexe.75.1.5-29 · 2006 · External reference
Academic self-concept and emotion relations: Domain specificity and age effects
10.1016/j.cedpsych.2009.10.001 · 2010 · External reference
Perspectives on emotion in mathematical engagement, learning, and problem solving
2014 · External reference
Secondary students' emotions, perceptions of instructional quality, and achievement in mathematics: A representative study with Swiss students towards the end of compulsory education
10.1016/j.cedpsych.2024.102295 · 2024 · External reference
Unresolved reference
2017 · External reference
Fear, loathing and ambivalence toward learning and teaching mathematics: Preservice teachers' perspectives
2017 · External reference
Mathematics anxiety in student teachers
2008 · External reference
What affects the arrogant, proud or ashamed pre-service teacher in mathematics? Effects of social comparison, gender and self-concept on self-conscious emotions
10.1007/s11218-021-09655-6 · 2021 · External reference
“Name three good things about yourself in mathematics” – An intervention to reduce pre-service teachers' shame in mathematics
10.1007/s41042-023-00120-7 · 2024 · External reference
Unresolved reference
2023 · External reference
Unresolved reference
2020 · External reference
Development of early childhood teachers' knowledge and emotions in mathematics during transition from teacher training to practice
10.1037/edu0000518 · 2021 · External reference
Pre-service primary teachers' shame experiences during their schooling time: Characteristics and effects on their subject-choices at university
10.1007/s10649-021-10141-1 · 2022 · External reference
Measuring pre-service primary teachers' shame in mathematics—A comprehensive validation study
10.1007/s10763-022-10253-x · 2023 · External reference
Memories of math: Narrative predictors of math affect, math motivation, and future math plans
10.1016/j.cedpsych.2020.101838 · 2020 · External reference
“I have cried in almost all of my math classes”. Relations between math self-concept, gender, and narrative appraisals of past low points in math
10.1016/j.cedpsych.2022.102094 · 2022 · External reference
Mixed feelings: Profiles of emotions among elementary mathematics students and how they function within a control-value framework
10.1016/j.cedpsych.2021.101996 · 2021 · External reference
Components of the university learning environment, academic burnout, and shame among pre-service teachers: A structural equation modelling approach
10.24193/cbb.2023.27.06 · 2023 · External reference
Shame, guilt, and depressive symptoms: A meta-analytic review
10.1037/a0021466 · 2011 · External reference
Are self-conscious emotions about the self? Testing competing theories of shame and guilt across two disparate cultures
10.1037/emo0001321 · 2024 · External reference
From teacher motivation to teaching behaviour: A systematic review and theoretical framework of the mediating processes
10.1016/j.edurev.2025.100703 · 2025 · External reference
Unresolved reference
1995 · External reference
The role of the self in shame
10.1353/sor.2003.0003 · 2003 · External reference
Self development and self-conscious emotions
10.2307/1131080 · 1989 · External reference
The role of positive emotions in education: A neuroscience perspective
10.1111/mbe.12244 · 2020 · External reference
A decade of PISA: Student perceived instructional quality and mathematics achievement across European countries
10.1007/s11858-024-01630-7 · 2024 · External reference
Testing the number of components in a normal mixture
10.1093/biomet/88.3.767 · 2001 · External reference
How failure shapes teacher identities: Pre-service elementary school and mathematics teachers' narrated possible selves
10.1016/j.tate.2020.103120 · 2020 · External reference
Towards conceptualising failure in mathematics as an autobiographical experience
10.1080/02619768.2021.1892070 · 2022 · External reference
Enjoyment of teaching mathematics among pre-service teachers
10.1007/s13394-020-00341-y · 2021 · External reference
Relations among dimensions of self-attribution, dimensions of self-concept, and academic achievements
10.1037/0022-0663.76.6.1291 · 1984 · External reference
The structure of academic self-concept: The Marsh/Shavelson model
10.1037/0022-0663.82.4.623 · 1990 · External reference
Implications of identity resolution in emerging adulthood for intimacy, generativity, and integrity across the adult lifespan
10.1037/pag0000537 · 2021 · External reference
Unresolved reference
2017 · External reference
Aetiology of shame and its association with adolescent depression and anxiety: Results from a prospective twin and sibling study
10.1111/jcpp.13465 · 2022 · External reference
Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study
10.1080/10705510701575396 · 2007 · External reference
Shame and pride and their effects on student achievement
2014 · External reference
From numbers to narratives: Preservice teachers experiences’ with mathematics anxiety and mathematics teaching anxiety
10.1111/ssm.12320 · 2019 · External reference
Tracking the trajectory of shame, guilt, and pride across the life span
10.1037/a0021342 · 2010 · External reference
Unresolved reference
2013 · External reference
Preservice primary school teachers' attitudes towards mathematics: A longitudinal study
10.1007/s11858-022-01455-2 · 2023 · External reference
The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice
10.1007/s10648-006-9029-9 · 2006 · External reference
Control-value theory: From achievement emotion to a general theory of human emotions
10.1007/s10648-024-09909-7 · 2024 · External reference
The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions
10.1016/j.learninstruc.2013.09.002 · 2014 · External reference
Achievement emotions and academic performance: Longitudinal models of reciprocal effects
10.1111/cdev.12704 · 2017 · External reference
A three-dimensional taxonomy of achievement emotions
10.1037/pspp0000448 · 2023 · External reference
Bad starts and better finishes: Attributional retraining and initial performance in competitive achievement settings
10.1521/jscp.2010.29.6.668 · 2010 · External reference
Linking teacher emotions, teaching quality indicators, and student outcomes in mathematics: Results from the global teaching InSights study
10.1037/edu0001036 · 2026 · External reference
Prospective elementary teachers’ beliefs about mathematical myths: A historical and qualitative examination
10.1080/08878730.2019.1618423 · 2020 · External reference
The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university
10.1007/s10734-016-0096-7 · 2017 · External reference
Exploring the diagnostic process of pre-service teachers using a simulation – A latent profile approach
10.1016/j.tate.2023.104172 · 2023 · External reference
Dimensions of students’ views of themselves as learners of mathematics
10.1007/s11858-011-0315-8 · 2011 · External reference
Shame in sport
10.1080/00948705.2019.1609359 · 2019 · External reference
Further evidence on the structural relationship between academic self-concept and self-efficacy: On the effects of domain specificity
10.1016/j.lindif.2013.09.008 · 2013 · External reference
Emotions in mathematics learning: A systematic review and meta-analysis
10.1007/s11858-025-01651-w · 2025 · External reference
Estimating the dimension of a model
10.1214/aos/1176344136 · 1978 · External reference
Latent profile analysis: A review and “how to” guide of its application within vocational behavior research
10.1016/j.jvb.2020.103445 · 2020 · External reference
Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate
10.1016/j.cedpsych.2013.03.002 · 2013 · External reference
Moderators of the big-fish-little-pond effect in educational settings: A scoping review
10.1111/spc3.12860 · 2024 · External reference
Investigating the impacts of shame-proneness on students' state shame, self-regulation, and learning
10.3390/educsci14020138 · 2024 · External reference
Forms and functions of the self-conscious emotions
10.1016/j.tics.2018.11.007 · 2019 · External reference
The role of emotions in student teachers' professional identity
10.1080/02619768.2012.662637 · 2012 · External reference
The spontaneous expression of pride and shame: Evidence for biologically innate nonverbal displays
10.1073/pnas.0802686105 · 2008 · External reference
Appraisal antecedents of shame and guilt: Support for a theoretical model
10.1177/0146167206290212 · 2006 · External reference
Probing for the multiplicative term in modern expectancy–value theory: A latent interaction modeling study
10.1037/a0027470 · 2012 · External reference
Emotional and cognitive self-regulation following academic shame
10.4219/jaa-2008-864 · 2008 · External reference
Expectancy–value relationships of shame reactions and shame resiliency
10.1037/0022-0663.93.2.320 · 2001 · External reference
The importance of students’ goals in their emotional experience of academic failure: Investigating the precursors and consequences of shame
10.1207/s15326985ep3702_3 · 2002 · External reference
Surprise, curiosity, and confusion promote knowledge exploration: Evidence for robust effects of epistemic emotions
10.3389/fpsyg.2019.02474 · 2019 · External reference
Shame and transformation in the theory and practice of adult learning and education
10.1177/1541344617699591 · 2017 · External reference
Unresolved reference
1986 · External reference
Achievement emotion profiles and their associations with learning motivation, engagement, and academic achievement among Chinese college students
10.1007/s10212-025-01029-2 · 2025 · External reference
Three likelihood-based methods for mean and covariance structure analysis with nonnormal missing data
10.1111/0081-1750.00078 · 2000 · External reference
What have we learned about modelling and assessing mathematics teachers’ competence?–Insights from a literature review
10.1007/s11858-025-01689-w · 2025 · External reference
Factor analysis and AIC
10.1007/bf02294359 · ExternalCitation · doi-reference
Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics
10.1007/bf03173468 · ExternalCitation · doi-reference
Achievement emotion profiles and their associations with learning motivation, engagement, and academic achievement among Chinese college students
10.1007/s10212-025-01029-2 · ExternalCitation · doi-reference
The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice
10.1007/s10648-006-9029-9 · ExternalCitation · doi-reference
The big-fish-little-pond effect: What do we know and where do we go from here?
10.1007/s10648-008-9071-x · ExternalCitation · doi-reference
Adjustment to college as measured by the student adaptation to college questionnaire: A quantitative review of its structure and relationships with correlates and consequences
10.1007/s10648-011-9184-5 · ExternalCitation · doi-reference
Control-value theory: From achievement emotion to a general theory of human emotions
10.1007/s10648-024-09909-7 · ExternalCitation · doi-reference
The role of teachers' emotions and their assessment in professional development research: A systematic review
10.1007/s10648-025-10048-w · ExternalCitation · doi-reference
Pre-service primary teachers' shame experiences during their schooling time: Characteristics and effects on their subject-choices at university
10.1007/s10649-021-10141-1 · ExternalCitation · doi-reference
“Im a bit out of place here”.—Preservice teachers positioning in the figured world of university mathematics
10.1007/s10649-024-10315-7 · ExternalCitation · doi-reference
The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university
10.1007/s10734-016-0096-7 · ExternalCitation · doi-reference
Measuring pre-service primary teachers' shame in mathematics—A comprehensive validation study
10.1007/s10763-022-10253-x · ExternalCitation · doi-reference
Is content knowledge pre-requisite of pedagogical content knowledge? An empirical investigation
10.1007/s10857-020-09466-0 · ExternalCitation · doi-reference
What affects the arrogant, proud or ashamed pre-service teacher in mathematics? Effects of social comparison, gender and self-concept on self-conscious emotions
10.1007/s11218-021-09655-6 · ExternalCitation · doi-reference
Dimensions of students’ views of themselves as learners of mathematics
10.1007/s11858-011-0315-8 · ExternalCitation · doi-reference
Preservice primary school teachers' attitudes towards mathematics: A longitudinal study
10.1007/s11858-022-01455-2 · ExternalCitation · doi-reference
The quality of mathematics teaching from a mathematics educational perspective: What do we actually know and which questions are still open?
10.1007/s11858-024-01600-z · ExternalCitation · doi-reference
A decade of PISA: Student perceived instructional quality and mathematics achievement across European countries
10.1007/s11858-024-01630-7 · ExternalCitation · doi-reference
Emotions in mathematics learning: A systematic review and meta-analysis
10.1007/s11858-025-01651-w · ExternalCitation · doi-reference
One model to fit them all? A mixture distribution path analysis of preservice early childhood teachers' beliefs, emotions, and knowledge
10.1007/s11858-025-01686-z · ExternalCitation · doi-reference
What have we learned about modelling and assessing mathematics teachers’ competence?–Insights from a literature review
10.1007/s11858-025-01689-w · ExternalCitation · doi-reference
Enjoyment of teaching mathematics among pre-service teachers
10.1007/s13394-020-00341-y · ExternalCitation · doi-reference
“Name three good things about yourself in mathematics” – An intervention to reduce pre-service teachers' shame in mathematics
10.1007/s41042-023-00120-7 · ExternalCitation · doi-reference
Academic self-concept and emotion relations: Domain specificity and age effects
10.1016/j.cedpsych.2009.10.001 · ExternalCitation · doi-reference
Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate
10.1016/j.cedpsych.2013.03.002 · ExternalCitation · doi-reference
Beginning teachers’ efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge
10.1016/j.cedpsych.2014.11.003 · ExternalCitation · doi-reference
Memories of math: Narrative predictors of math affect, math motivation, and future math plans
10.1016/j.cedpsych.2020.101838 · ExternalCitation · doi-reference
Mixed feelings: Profiles of emotions among elementary mathematics students and how they function within a control-value framework
10.1016/j.cedpsych.2021.101996 · ExternalCitation · doi-reference
“I have cried in almost all of my math classes”. Relations between math self-concept, gender, and narrative appraisals of past low points in math
10.1016/j.cedpsych.2022.102094 · ExternalCitation · doi-reference
Secondary students' emotions, perceptions of instructional quality, and achievement in mathematics: A representative study with Swiss students towards the end of compulsory education
10.1016/j.cedpsych.2024.102295 · ExternalCitation · doi-reference
From teacher motivation to teaching behaviour: A systematic review and theoretical framework of the mediating processes
10.1016/j.edurev.2025.100703 · ExternalCitation · doi-reference
Latent profile analysis: A review and “how to” guide of its application within vocational behavior research
10.1016/j.jvb.2020.103445 · ExternalCitation · doi-reference
The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions
10.1016/j.learninstruc.2013.09.002 · ExternalCitation · doi-reference
Academic motivation and emotions are experienced in learning situations, so let's study them. Introduction to the special issue
10.1016/j.learninstruc.2022.101623 · ExternalCitation · doi-reference
Further evidence on the structural relationship between academic self-concept and self-efficacy: On the effects of domain specificity
10.1016/j.lindif.2013.09.008 · ExternalCitation · doi-reference
Social emotions and cognition: Shame, guilt and working memory
10.1016/j.sbspro.2014.01.1189 · ExternalCitation · doi-reference
Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries
10.1016/j.tate.2011.08.006 · ExternalCitation · doi-reference
How failure shapes teacher identities: Pre-service elementary school and mathematics teachers' narrated possible selves
10.1016/j.tate.2020.103120 · ExternalCitation · doi-reference
Exploring the diagnostic process of pre-service teachers using a simulation – A latent profile approach
10.1016/j.tate.2023.104172 · ExternalCitation · doi-reference
A latent profile analysis of achievement emotions and their relationships with students' perceived teaching quality in mathematics classrooms
10.1016/j.tate.2024.104893 · ExternalCitation · doi-reference
Forms and functions of the self-conscious emotions
10.1016/j.tics.2018.11.007 · ExternalCitation · doi-reference
Beyond dichotomies: Competence viewed as a continuum
10.1027/2151-2604/a000194 · ExternalCitation · doi-reference
Relations among dimensions of self-attribution, dimensions of self-concept, and academic achievements
10.1037/0022-0663.76.6.1291 · ExternalCitation · doi-reference
The structure of academic self-concept: The Marsh/Shavelson model
10.1037/0022-0663.82.4.623 · ExternalCitation · doi-reference
Expectancy–value relationships of shame reactions and shame resiliency
10.1037/0022-0663.93.2.320 · ExternalCitation · doi-reference
Tracking the trajectory of shame, guilt, and pride across the life span
10.1037/a0021342 · ExternalCitation · doi-reference
Shame, guilt, and depressive symptoms: A meta-analytic review
10.1037/a0021466 · ExternalCitation · doi-reference
The twofold multidimensionality of academic self-concept: Domain specificity and separation between competence and affect components
10.1037/a0025047 · ExternalCitation · doi-reference
Probing for the multiplicative term in modern expectancy–value theory: A latent interaction modeling study
10.1037/a0027470 · ExternalCitation · doi-reference
Gender differences in self-conscious emotional experience: A meta-analysis
10.1037/a0027930 · ExternalCitation · doi-reference
More value through greater differentiation: Gender differences in value beliefs about math
10.1037/edu0000003 · ExternalCitation · doi-reference
Process mediates structure: The relation between preschool teacher education and preschool teachers' knowledge
10.1037/edu0000147 · ExternalCitation · doi-reference
Development of early childhood teachers' knowledge and emotions in mathematics during transition from teacher training to practice
10.1037/edu0000518 · ExternalCitation · doi-reference
Linking teacher emotions, teaching quality indicators, and student outcomes in mathematics: Results from the global teaching InSights study
10.1037/edu0001036 · ExternalCitation · doi-reference
Are self-conscious emotions about the self? Testing competing theories of shame and guilt across two disparate cultures
10.1037/emo0001321 · ExternalCitation · doi-reference
Implications of identity resolution in emerging adulthood for intimacy, generativity, and integrity across the adult lifespan
10.1037/pag0000537 · ExternalCitation · doi-reference
A three-dimensional taxonomy of achievement emotions
10.1037/pspp0000448 · ExternalCitation · doi-reference
The spontaneous expression of pride and shame: Evidence for biologically innate nonverbal displays
10.1073/pnas.0802686105 · ExternalCitation · doi-reference
Teacher emotions in the classroom and their implications for students
10.1080/00461520.2021.1985501 · ExternalCitation · doi-reference
Shame in sport
10.1080/00948705.2019.1609359 · ExternalCitation · doi-reference
Shame: An emotional response to doing mathematics as an adult and a teacher
10.1080/0141192022000015543 · ExternalCitation · doi-reference
The role of emotions in student teachers' professional identity
10.1080/02619768.2012.662637 · ExternalCitation · doi-reference
From anxiety to enthusiasm: Emotional patterns among student teachers
10.1080/02619768.2017.1349095 · ExternalCitation · doi-reference
Towards conceptualising failure in mathematics as an autobiographical experience
10.1080/02619768.2021.1892070 · ExternalCitation · doi-reference
Prospective elementary teachers’ beliefs about mathematical myths: A historical and qualitative examination
10.1080/08878730.2019.1618423 · ExternalCitation · doi-reference
Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study
10.1080/10705510701575396 · ExternalCitation · doi-reference
Multiple-group factor analysis alignment
10.1080/10705511.2014.919210 · ExternalCitation · doi-reference
The emotional turn in higher education: A psychoanalytic contribution
10.1080/13562517.2016.1183618 · ExternalCitation · doi-reference
Testing the number of components in a normal mixture
10.1093/biomet/88.3.767 · ExternalCitation · doi-reference
An introduction to latent variable mixture modeling (part 1): Overview and cross-sectional latent class and latent profile analyses
10.1093/jpepsy/jst084 · ExternalCitation · doi-reference
Three likelihood-based methods for mean and covariance structure analysis with nonnormal missing data
10.1111/0081-1750.00078 · ExternalCitation · doi-reference
First-year students’ achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment
10.1111/bjep.12650 · ExternalCitation · doi-reference
Achievement emotions and academic performance: Longitudinal models of reciprocal effects
10.1111/cdev.12704 · ExternalCitation · doi-reference
Aetiology of shame and its association with adolescent depression and anxiety: Results from a prospective twin and sibling study
10.1111/jcpp.13465 · ExternalCitation · doi-reference
The role of positive emotions in education: A neuroscience perspective
10.1111/mbe.12244 · ExternalCitation · doi-reference
Moderators of the big-fish-little-pond effect in educational settings: A scoping review
10.1111/spc3.12860 · ExternalCitation · doi-reference
From numbers to narratives: Preservice teachers experiences’ with mathematics anxiety and mathematics teaching anxiety
10.1111/ssm.12320 · ExternalCitation · doi-reference
A theory of social comparison processes
10.1177/001872675400700202 · ExternalCitation · doi-reference
Achievement emotions in Germany and China: A cross-cultural validation of the academic emotions questionnaire—Mathematics
10.1177/0022022107300276 · ExternalCitation · doi-reference
Appraisal antecedents of shame and guilt: Support for a theoretical model
10.1177/0146167206290212 · ExternalCitation · doi-reference
Addressing math anxiety in the classroom
10.1177/1365480214521457 · ExternalCitation · doi-reference
Shame and transformation in the theory and practice of adult learning and education
10.1177/1541344617699591 · ExternalCitation · doi-reference
The importance of students’ goals in their emotional experience of academic failure: Investigating the precursors and consequences of shame
10.1207/s15326985ep3702_3 · ExternalCitation · doi-reference
Estimating the dimension of a model
10.1214/aos/1176344136 · ExternalCitation · doi-reference
The role of the self in shame
10.1353/sor.2003.0003 · ExternalCitation · doi-reference
Bad starts and better finishes: Attributional retraining and initial performance in competitive achievement settings
10.1521/jscp.2010.29.6.668 · ExternalCitation · doi-reference
Self development and self-conscious emotions
10.2307/1131080 · ExternalCitation · doi-reference
Components of the university learning environment, academic burnout, and shame among pre-service teachers: A structural equation modelling approach
10.24193/cbb.2023.27.06 · ExternalCitation · doi-reference
The domain specificity of academic emotional experiences
10.3200/jexe.75.1.5-29 · ExternalCitation · doi-reference
Surprise, curiosity, and confusion promote knowledge exploration: Evidence for robust effects of epistemic emotions
10.3389/fpsyg.2019.02474 · ExternalCitation · doi-reference
Investigating the impacts of shame-proneness on students' state shame, self-regulation, and learning
10.3390/educsci14020138 · ExternalCitation · doi-reference
Emotional and cognitive self-regulation following academic shame
10.4219/jaa-2008-864 · ExternalCitation · doi-reference
