Emilie Doz
Biographic Data
| ID | 1475981 |
|---|---|
| NAME | Emilie Doz |
| GIVEN NAMES | Emilie |
| FAMILY NAME | Doz |
| SIGNATURE | DOZ E |
| AFFILIATIONS | University of Trieste |
| ORCID | 0000-0003-3918-8728 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Creative potential as a bridge between mathematics and the real-life
Word problem-solving is a critical yet challenging mathematical skill for primary school children. This study examined the role of domain-general and mathematical creative potential in word problem-solving while accounting for fluid intelligence, problem representation, and computation skills. Additionally, it explored whether creative potential’s influence varied across problem types. A total of 310 fourth and fifth graders were assessed on doma…
Comparing cognitive and emotional-motivational interventions to enhance word problem-solving skills in primary school
Despite increasing evidence of the impact of emotional-motivational (EM) factors on word problem-solving performance, most research has primarily examined the effectiveness of intensive cognitive-based interventions to enhance this skill. This study aimed to compare the effects of two novel, nonintensive word problem-solving interventions on typically developing third to fifth graders. The first targets the cognitive components (CCs) of problem-s…
Attentional bias and math avoidance
Stimuli perceived as threatening subtly influence how individuals orient their attention, a phenomenon labelled as attentional bias. According to literature, individuals with negatives attitudes toward math would exhibit attentional bias when presented with math-related stimuli. However, attentional bias and its relationships with math anxiety, math self-efficacy, and math skills are understudied, particularly when considering developmental sampl…
Longitudinal relationships between visuospatial working memory, verbal counting and number line knowledge in preschoolers
Improving math self-efficacy and math self-concept in middle school
Math self-competence beliefs, namely, math self-efficacy and math self-concept, are crucial factors in sustaining math learning. Since there is a lack of literature on interventions targeting math self-competence beliefs in middle school students, the aim of this systematic review is to provide a narrative synthesis of the characteristics of interventions focusing on math self-efficacy and math self-concept in middle school students, and to descr…
I can do math!”
INTRODUCTION: Self-regulated learning (SRL) interventions have been widely recognized for their potential to enhance students' academic achievement; however, their effects on math-related motivational constructs remain less explored. This study investigated the impact of an SRL intervention on multiple math-related motivational factors (math perseverance, math self-efficacy, math utility value, STEM vocational interest and theory of intelligence)…
The interplay between ego-resiliency, math anxiety and working memory in math achievement
Previous research has suggested that math anxiety may contribute to poor math performance by interfering with working memory. However, only a limited number of studies investigated the mediating role of working memory in the math anxiety-math performance link in school-aged children. Unlike math anxiety, ego-resiliency is a personality resource that promotes the management of challenges and has been positively associated with math performance and…
The impact of math anxiety and self-efficacy in middle school STEM choices
IntroductionIn today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in …
Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance
Various studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results showed that math performance was negatively correlated with math anxiety and positively correlated with ma…
Nestor Kirchner (2003-2007)
Ce texte est un extrait du quatrième chapitre de la thèse « Néstor Kirchner (2003-2007) : Rupture ou continuité du péronisme. Les mutations du populisme en Argentine ». Le 25 mai 2003, le peuple argentin assistait à l’investiture présidentielle du candidat du Frente Para la Victoria, Néstor Kirchner. Suite à la défection de Carlos Menem pendant l’entre-deux tours, il est élu avec 22% des suffrages. Malgré cette faible légitimité, il réussit à ins…
The impact of math anxiety and self-efficacy in middle school STEM choices
IntroductionIn today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in …
Nestor Kirchner (2003-2007)
Ce texte est un extrait du quatrième chapitre de la thèse « Néstor Kirchner (2003-2007) : Rupture ou continuité du péronisme. Les mutations du populisme en Argentine ». Le 25 mai 2003, le peuple argentin assistait à l’investiture présidentielle du candidat du Frente Para la Victoria, Néstor Kirchner. Suite à la défection de Carlos Menem pendant l’entre-deux tours, il est élu avec 22% des suffrages. Malgré cette faible légitimité, il réussit à ins…
Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance
Various studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results showed that math performance was negatively correlated with math anxiety and positively correlated with ma…
The interplay between ego-resiliency, math anxiety and working memory in math achievement
Previous research has suggested that math anxiety may contribute to poor math performance by interfering with working memory. However, only a limited number of studies investigated the mediating role of working memory in the math anxiety-math performance link in school-aged children. Unlike math anxiety, ego-resiliency is a personality resource that promotes the management of challenges and has been positively associated with math performance and…
The impact of math anxiety and self-efficacy in middle school STEM choices
IntroductionIn today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in …
Attentional bias and math avoidance
Stimuli perceived as threatening subtly influence how individuals orient their attention, a phenomenon labelled as attentional bias. According to literature, individuals with negatives attitudes toward math would exhibit attentional bias when presented with math-related stimuli. However, attentional bias and its relationships with math anxiety, math self-efficacy, and math skills are understudied, particularly when considering developmental sampl…
Longitudinal relationships between visuospatial working memory, verbal counting and number line knowledge in preschoolers
Improving math self-efficacy and math self-concept in middle school
Math self-competence beliefs, namely, math self-efficacy and math self-concept, are crucial factors in sustaining math learning. Since there is a lack of literature on interventions targeting math self-competence beliefs in middle school students, the aim of this systematic review is to provide a narrative synthesis of the characteristics of interventions focusing on math self-efficacy and math self-concept in middle school students, and to descr…
I can do math!”
INTRODUCTION: Self-regulated learning (SRL) interventions have been widely recognized for their potential to enhance students' academic achievement; however, their effects on math-related motivational constructs remain less explored. This study investigated the impact of an SRL intervention on multiple math-related motivational factors (math perseverance, math self-efficacy, math utility value, STEM vocational interest and theory of intelligence)…
Creative potential as a bridge between mathematics and the real-life
Word problem-solving is a critical yet challenging mathematical skill for primary school children. This study examined the role of domain-general and mathematical creative potential in word problem-solving while accounting for fluid intelligence, problem representation, and computation skills. Additionally, it explored whether creative potential’s influence varied across problem types. A total of 310 fourth and fifth graders were assessed on doma…
Comparing cognitive and emotional-motivational interventions to enhance word problem-solving skills in primary school
Despite increasing evidence of the impact of emotional-motivational (EM) factors on word problem-solving performance, most research has primarily examined the effectiveness of intensive cognitive-based interventions to enhance this skill. This study aimed to compare the effects of two novel, nonintensive word problem-solving interventions on typically developing third to fifth graders. The first targets the cognitive components (CCs) of problem-s…
Education, Achievement, and Giftedness (6 works) · Psychology (6 works) · Anxiety (5 works) · Developmental psychology (5 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Grit, Self-Efficacy, and Motivation (4 works) · Mathematical anxiety (4 works) · Self-efficacy (4 works) · Social Psychology (4 works) · Cognition (3 works)