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Monika Szczygieł
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Math anxiety assessment with the Abbreviated Math Anxiety Scale: Applicability and usefulness: Insights from the Polish adaptation
K Cipora, M Szczygieł, K Willmes, HC Nuerk
Frontiers in psychology 6, 160925, 2015
1272015
When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year
M Szczygieł
Social Psychology of Education 23 (4), 1023-1054, 2020
702020
Exploring the nature of math anxiety in young children: Intensity, prevalence, reasons
M Szczygieł, B Pieronkiewicz
Mathematical Thinking and Learning 24 (3), 248-266, 2022
532022
Gender, general anxiety, math anxiety and math achievement in early school-age children
M Szczygiel
Issues in Educational Research 30 (3), 1126-1142, 2020
522020
How to measure math anxiety in young children? Psychometric properties of the modified Abbreviated Math Anxiety Scale for Elementary Children (mAMAS-E)
M Szczygieł
Polish Psychological Bulletin 50 (4), 2019
262019
More Evidence that Math Anxiety is Specific to Math in Young Children: The Correlates of the Math Anxiety Questionnaire for Children (MAQC): The Correlates of the Math Anxiety …
M Szczygieł
International Electronic Journal of Elementary Education 12 (5), 429-438, 2020
242020
Positive and negative risk taking in adolescence: Age patterns and relations to social environment
J Fryt, M Szczygieł, N Duell
New directions for child and adolescent development 2021 (179), 127-146, 2021
192021
The relationship between math anxiety and math achievement in young children is mediated through working memory, not by number sense, and it is not direct
M Szczygieł
Contemporary Educational Psychology 65, 101949, 2021
182021
Predictors of positive and negative risk-taking in adolescents and young adults: similarities and differences
J Fryt, M Szczygiel
Europe's journal of psychology 17 (1), 17, 2021
172021
Positive and negative risk-taking: Age patterns and relations to domain-specific risk-taking
J Fryt, M Szczygieł, N Duell
Advances in life course research 54, 100515, 2022
132022
Lęk przed matematyką przyszłych nauczycieli edukacji przedszkolnej i wczesnoszkolnej. Jak uczyć, kiedy sama się boję?
M Szczygieł, K Cipora
Problemy Wczesnej Edukacji 33 (2), 89-101, 2016
122016
Fałszywe przekonania na temat działania mózgu i zjawisk psychicznych, czyli neuromity i psychomity w edukacji
M Szczygieł, K Cipora
Edukacja 2 (127), 53-66, 2014
122014
Palce, które liczą: znaczenie liczenia na palcach dla poznania matematycznego u człowieka dorosłego
K Cipora, M Szczygieł, M Hohol
Psychologia-Etologia-Genetyka, 59-73, 2014
122014
A structural equation modeling of the relationships between parenting styles, students’ personality traits, and students’ achievement goal orientation
F Asanjarani, K Aghaei, T Fazaeli, M Szczygieł
Frontiers in Psychology 12, 805308, 2022
112022
How can parents and elementary school teachers promote resilience in young children through mathematical conversations?
B Pieronkiewicz, M Szczygieł
Early Child Development and Care 190 (10), 1604-1618, 2020
92020
Stress appraisal as a mediator between the sense of coherence and the frequency of stress coping strategies in women and men during COVID‐19 lockdown
M Lelek‐Kratiuk, M Szczygieł
Scandinavian Journal of Psychology 63 (4), 365-375, 2022
82022
Wyścig Liczb–The Number Race–polska wersja językowa narzędzia wczesnej interwencji w przypadku ryzyka dyskalkulii rozwojowej oraz ws pomagania roz
K Cipora
Psychologia-Etologia-Genetyka, 71-85, 2013
82013
Not Only Reliability!
M Szczygieł
European Journal of Psychological Assessment, 2021
72021
Many face (t) s of young people’s risk-taking: Individual and situational determinants
K Czernecka, J Fryt, M Szczygieł, A La Torre, T Smolen
Current Issues in Personality Psychology 6 (2), 112-121, 2018
62018
Liczenie na palcach w ontogenezie i jego znaczenie dla rozwoju kompetencji matematycznych
M Szczygieł, K Cipora, M Hohol
Psychologia rozwojowa 20 (3), 2015
62015
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