Dissertation proposal - Math bibliographies - in Harvard style

In-text: (Alrakaf et al., 2014)

Your Bibliography: Alrakaf, S., Abdelmageed, A., Kiersma, M., Coulman, S., John, D., Tordoff, J., Anderson, C., Noreddin, A., Sainsbury, E., Rose, G. and Smith, L., 2014. An international validation study of two achievement goal measures in a pharmacy education context. Advances in Medical Education and Practice, p.339.

In-text: (Ashcraft and Faust, 1994)

Your Bibliography: Ashcraft, M. and Faust, M., 1994. Mathematics anxiety and mental arithmetic performance: An exploratory investigation. Cognition & Emotion, 8(2), pp.97-125.

In-text: (Ashcraft and Kirk, 2001)

Your Bibliography: Ashcraft, M. and Kirk, E., 2001. The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130(2), pp.224-237.

The psychological relationship between cognitive and affective factors in arithmetical performance in primary school students.

In-text: (Biggs, 1962)

Your Bibliography: Biggs, J., 1962. Anxiety, motivation and primary school mathematics. London: National foundation for Educational research in England and Wales.

In-text: (Brown, Brown and Bibby, 2008)

Your Bibliography: Brown, M., Brown, P. and Bibby, T., 2008. “I would rather die”: reasons given by 16-year-olds for not continuing their study of mathematics. Research in Mathematics Education, 10(1), pp.3-18.

Previous research has shown that math anxiety can influence the math performance level

In-text: (Buelow and Frakey, 2013)

Your Bibliography: Buelow, M. and Frakey, L., 2013. Math Anxiety Differentially Affects WAIS-IV Arithmetic Performance in Undergraduates. Archives of Clinical Neuropsychology, 28(4), pp.356-362.

In-text: (Bull, 2009)

Your Bibliography: Bull, H., 2009. Identifying maths anxiety in student nurses and focusing remedial work. Journal of Further and Higher Education, 33(1), pp.71-81.

Emotional and motivational aspects have always played an impor- tant part in the literature on learning and cognition. Within this wide- ranging framework, special attention has been paid to math anxiety (MA) and its impact on mathematical learning: an ever-growing body of research has recognized that anxiety states and feelings of helpless- ness and worry experienced during math classes or related activities are significant factors with a negative influence on math learning and basic numerical abilities in both adults

In-text: (Caviola, Primi, Chiesi and Mammarella, 2017)

Your Bibliography: Caviola, S., Primi, C., Chiesi, F. and Mammarella, I., 2017. Psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) in Italian primary school children. Learning and Individual Differences, 55, pp.174-182.

In-text: (Daches Cohen and Rubinsten, 2017)

Your Bibliography: Daches Cohen, L. and Rubinsten, O., 2017. Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School. Frontiers in Psychology, 8.

In-text: (Dew, Galassi and Galassi, 1984)

Your Bibliography: Dew, K., Galassi, J. and Galassi, M., 1984. Math anxiety: Relation with situational test anxiety, performance, physiological arousal, and math avoidance behavior. Journal of Counseling Psychology, 31(4), pp.580-583.

Individual with an ego tends to pursue a performance goal, which may lead to a sense of superiority comparing to others.

In-text: (DUDA, FOX, BIDDLE and ARMSTRONG, 1992)

Your Bibliography: DUDA, J., FOX, K., BIDDLE, S. and ARMSTRONG, N., 1992. CHILDREN'S ACHIEVEMENT GOALS AND BELIEFS ABOUT SUCCESS IN SPORT. British Journal of Educational Psychology, 62(3), pp.313-323.

In-text: (Hopko, Mahadevan, Bare and Hunt, 2003)

Your Bibliography: Hopko, D., Mahadevan, R., Bare, R. and Hunt, M., 2003. The Abbreviated Math Anxiety Scale (AMAS). Assessment, 10(2), pp.178-182.

In-text: (Kosovich, Hulleman, Barron and Getty, 2014)

Your Bibliography: Kosovich, J., Hulleman, C., Barron, K. and Getty, S., 2014. A Practical Measure of Student Motivation. The Journal of Early Adolescence, 35(5-6), pp.790-816.

These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths (p1)

In-text: (Lyons and Beilock, 2012)

Your Bibliography: Lyons, I. and Beilock, S., 2012. When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math. PLoS ONE, 7(10), p.e48076.

the types of goals one holds meditate one's intrinsic motivation (This study investigates science... fifth and sixth grade students)

In-text: (Meece, Blumenfeld and Hoyle, 1988)

Your Bibliography: Meece, J., Blumenfeld, P. and Hoyle, R., 1988. Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), pp.514-523.

In-text: (Middleton and Spanias, 1999)

Your Bibliography: Middleton, J. and Spanias, P., 1999. Motivation for Achievement in Mathematics: Findings, Generalizations, and Criticisms of the Research. Journal for Research in Mathematics Education, 30(1), p.65.

In-text: (Middleton and Midgley, 1997)

Your Bibliography: Middleton, M. and Midgley, C., 1997. Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), pp.710-718.

In 30 published studies that investigate university students' achievement goals (dichotomous models, trichotomous models and the 2 x 2 model of achievement goals), no paper focuses exclusively on students' achievement goals in math learning at university.

In-text: (Richardson and Remedios, 2013)

Your Bibliography: Richardson, J. and Remedios, R., 2013. Achievement goals, approaches to studying and academic attainment. In: D. Gijbels, V. Donche, J. Vermunt and J. Richardson, ed., Learning patterns in Higher Education: Dimension and Research perspectives, 1st ed. Londnon: Routledge.

In-text: (Ryan, Ryan, Arbuthnot and Samuels, 2007)

Your Bibliography: Ryan, K., Ryan, A., Arbuthnot, K. and Samuels, M., 2007. Students’ Motivation for Standardized Math Exams. Educational Researcher, 36(1), pp.5-13.

In-text: (Simzar et al., 2015)

Your Bibliography: Simzar, R., Martinez, M., Rutherford, T., Domina, T. and Conley, A., 2015. Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement. Learning and Individual Differences, 39, pp.49-63.

complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition (p 1864)

In-text: (Wang et al., 2015)

Your Bibliography: Wang, Z., Lukowski, S., Hart, S., Lyons, I., Thompson, L., Kovas, Y., Mazzocco, M., Plomin, R. and Petrill, S., 2015. Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation. Psychological Science, 26(12), pp.1863-1876.