Mathematics anxiety in a longitudinal perspective. Reciprocal effects with teachers' clarity of instruction and competence support after transition to secondary school
- DOI
- 10.1111/bjep.70125
- Published
- 2026-09-15
- Container
- British Journal of Educational Psychology
- Publisher
- Wiley
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.1111/bjep.70125,
title = {Mathematics anxiety in a longitudinal perspective. Reciprocal effects with teachers' clarity of instruction and competence support after transition to secondary school},
author = {Paulina Feige and Christin Beese and Lea Grosser and Luise A. Scholz},
year = {2026},
journal = {British Journal of Educational Psychology},
doi = {10.1111/bjep.70125},
url = {https://doi.org/10.1111/bjep.70125}
}RIS
TY - JOUR TI - Mathematics anxiety in a longitudinal perspective. Reciprocal effects with teachers' clarity of instruction and competence support after transition to secondary school AU - Paulina Feige AU - Christin Beese AU - Lea Grosser AU - Luise A. Scholz PY - 2026 JO - British Journal of Educational Psychology DO - 10.1111/bjep.70125 UR - https://doi.org/10.1111/bjep.70125 ER -
APA
Feige, P., Beese, C., Grosser, L., & Scholz, L. A. (2026). Mathematics anxiety in a longitudinal perspective. Reciprocal effects with teachers' clarity of instruction and competence support after transition to secondary school. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.70125
Source records
- crossref · retrieved 2026-09-24T20:42:50.734Z