C Barroso
Biographic Data
| ID | 78237 |
|---|---|
| NAME | C Barroso |
| GIVEN NAMES | C |
| FAMILY NAME | Barroso |
| SIGNATURE | BARROSO C |
| AFFILIATIONS | Texas A&M University |
| ORCID | 0000-0003-0066-1602 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 44 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Bidirectional Relations Between Spatial and Mathematics Skills in Elementary School Children
Research has demonstrated a link between spatial and mathematics skills, although less research has addressed the directionality of this relation and what factors may impact the spatial–mathematics link. Two such factors may be spatial and mathematics anxiety, which are related to performance in their respective domains, but may also play a cross-domain role in the relation between spatial and mathematics skills. Importantly, these relations are …
Emotion regulation and motivation modulate the associations between math anxiety, attention, and math performance
Investigating the Link Between Negative Interpretation Bias and Anxiety in a Mathematics Context
Mathematics anxiety is an important negative emotion that can impact mathematics achievement. Clinical anxiety research suggests that cognitive biases, specifically negative interpretation bias, can lead to the development of anxiety. The goal of this study is to investigate negative interpretation bias in a mathematics context, whether gender differences exist in this bias, and its content-specific and unique relation with mathematics anxiety. W…
Authigenic whitlockite as an imprint of human presence in a middle pleistocene endokarstic deposit (Cueva del Ángel site, southern Spain)
A meta-analytic review of the relation between spatial anxiety and spatial skills
08). Our results are consistent with previous findings of a significant relation between spatial anxiety and skills, and this work bridges a gap in the existing research, lending support to future research efforts investigating spatial cognition. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
A meta-analysis of the relation between math anxiety and math achievement
Meta-analyses from the 1990s previously have established a significant, small-to-moderate, and negative correlation between math achievement and math anxiety. Since these publications, research has continued to investigate this relation with more diverse samples and measures. Thus, the goal of the present meta-analysis was to provide an update of the math anxiety-math achievement relation and its moderators. Analyzing 747 effect sizes accumulated…
A meta-analysis of the relation between math anxiety and math achievement
Meta-analyses from the 1990s previously have established a significant, small-to-moderate, and negative correlation between math achievement and math anxiety. Since these publications, research has continued to investigate this relation with more diverse samples and measures. Thus, the goal of the present meta-analysis was to provide an update of the math anxiety-math achievement relation and its moderators. Analyzing 747 effect sizes accumulated…
A meta-analysis of the relation between math anxiety and math achievement
Meta-analyses from the 1990s previously have established a significant, small-to-moderate, and negative correlation between math achievement and math anxiety. Since these publications, research has continued to investigate this relation with more diverse samples and measures. Thus, the goal of the present meta-analysis was to provide an update of the math anxiety-math achievement relation and its moderators. Analyzing 747 effect sizes accumulated…
A meta-analytic review of the relation between spatial anxiety and spatial skills
08). Our results are consistent with previous findings of a significant relation between spatial anxiety and skills, and this work bridges a gap in the existing research, lending support to future research efforts investigating spatial cognition. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
Investigating the Link Between Negative Interpretation Bias and Anxiety in a Mathematics Context
Mathematics anxiety is an important negative emotion that can impact mathematics achievement. Clinical anxiety research suggests that cognitive biases, specifically negative interpretation bias, can lead to the development of anxiety. The goal of this study is to investigate negative interpretation bias in a mathematics context, whether gender differences exist in this bias, and its content-specific and unique relation with mathematics anxiety. W…
Authigenic whitlockite as an imprint of human presence in a middle pleistocene endokarstic deposit (Cueva del Ángel site, southern Spain)
Bidirectional Relations Between Spatial and Mathematics Skills in Elementary School Children
Research has demonstrated a link between spatial and mathematics skills, although less research has addressed the directionality of this relation and what factors may impact the spatial–mathematics link. Two such factors may be spatial and mathematics anxiety, which are related to performance in their respective domains, but may also play a cross-domain role in the relation between spatial and mathematics skills. Importantly, these relations are …
Emotion regulation and motivation modulate the associations between math anxiety, attention, and math performance
Anxiety (4 works) · Education, Achievement, and Giftedness (4 works) · Cognition (3 works) · Mathematical anxiety (3 works) · Psychology (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Developmental psychology (2 works) · Geography Education and Pedagogy (2 works) · Mathematics (2 works) · Spatial Ability (2 works)