Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Lars Orbach"'
Publikováno v:
Frontiers in Education, Vol 8 (2023)
The suspension of face-to-face teaching, due to the COVID-19 social distancing regulations, raised serious concerns about the impacts on children’s academic learning. Because the implementation of distance education in Germany was entirely the resp
Externí odkaz:
https://doaj.org/article/c008903b60c541a8a0fcfd81d722e6b3
Publikováno v:
Frontiers in Education, Vol 7 (2022)
Recent studies indicate that math anxiety (MA) can already be found in school-aged children. As early MA depicts a potential risk for developing severe mathematical difficulties and impede the socio-emotional development of children, distinct knowled
Externí odkaz:
https://doaj.org/article/41f0f30c068344519e070a078961a682
Publikováno v:
Journal of Numerical Cognition, Vol 5, Iss 3, Pp 371-399 (2019)
This study investigates math anxiety (MA) by comparing trait-components of MA with real-time assessments of situational anxiety responses (state-components) in children. The research to date on MA in children is somewhat disparate in regard to method
Externí odkaz:
https://doaj.org/article/d2dc4e95f7464e969f03f2f78e4595f2
Autor:
Lars Orbach, Annemarie Fritz
Publikováno v:
Brain Sciences, Vol 12, Iss 3, p 376 (2022)
Although the interaction between anxiety and attention is considered crucial for learning and performance in mathematics, few studies have examined these cognitive and affective predictors in a single framework or explored the role of sustained atten
Externí odkaz:
https://doaj.org/article/17d8dfeec6f34193bdc04ce4450b9914
Autor:
Annemarie Fritz, Lars Orbach
Recent findings on the negative impacts of math anxiety (MA) have raised questions for educational and clinical research regarding effective intervention programs. One basic approach for developing intervention programs in the field of cognitive beha
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1df9c59d50c73ee2da0eaf7fb450f06f
https://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&origin=inward&scp=85126266872
https://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&origin=inward&scp=85126266872
Publikováno v:
Journal of Numerical Cognition, Vol 5, Iss 3, Pp 371-399 (2019)
This study investigates math anxiety (MA) by comparing trait-components of MA with realtime assessments of situational anxiety responses (state-components) in children. The research to date on MA in children is somewhat disparate in regard to methodo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::601da2deb7739be05f52d70f5b445b25
Publikováno v:
Inclusive Mathematics Education ISBN: 9783030115173
This study investigated trait-math anxiety during the transition from primary to secondary school. Currently, very disparate findings exist for primary school and early secondary school students, which can be explained by inconsistent definitions and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bdc027be59f1c8f38027d3109aef6661
https://doi.org/10.1007/978-3-030-11518-0_25
https://doi.org/10.1007/978-3-030-11518-0_25
Publikováno v:
Research in Developmental Disabilities. 103:103697
Although research has provided evidence for a clear association of core executive function (CEF) to math performance, fewer studies have been carried out on arithmetic fact retrieval in relation to the symptoms of attention deficit hyperactivity diso
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f50afb846339972cb3ab2a5c4357e23c
https://doi.org/10.1016/j.ridd.2020.103697
https://doi.org/10.1016/j.ridd.2020.103697
Publikováno v:
Cognition. 200:104271
This study examines the interplay of state- and trait-math anxiety (MA) and core executive functions (CEF) on math achievement in children. According to attention control theory, MA affects the CEF by triggering the inhibition function, so that some
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::712d1e011df7a65174109c85bc6f2ce2
https://doi.org/10.1016/j.cognition.2020.104271
https://doi.org/10.1016/j.cognition.2020.104271