Aiken LR (1970). Attitudes toward mathematics. Rev. Educ. Res. 40(4):551-596.
Crossref

Alcı B, Altun S (2007).Lise öÄŸrencilerinin matematik dersine yonelik özdüzenleme ve biliÅŸüstü becerileri, cinsiyete, sınıfa ve alanlara göre farklılaÅŸmakta mıdır?, Çanakkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(1):33-44.

Alkan V (2009). The relationship between teaching strategies and styles and pupils' anxiety in mathematics at primary schools in turkey. Unpublished PhD Thesis. The University of Nottingham.

Altun M (1994).Matematik öÄŸretimi (2.Baskı), Ak Ajans Matbaacılık, Bursa.

Andrew S, Vialle W (1998). Nursing students' self-efficacy, self-regulated learning andacademic performance in science teaching. Paper presented at the Australian Association forResearch in Education Conference. 

view.

Arslan A (2008). Ä°ÅŸbirliÄŸine dayalı öÄŸrenmenin, eriÅŸiye, kalıcılığa, öz yeterlik inancına ve öz düzenleme becerisine etkisi. Unpublished doctoral dissertation, Hacettepe Üniversitesi, Ankara.

Azevedo R, Moos DC, Greene JA, Winters FI, Cromley JC (2008). Why is externally facilitated regulated learning more effective than self-regulated learning with hypermedia? Educ. Technol. Res. Devel. 56(1):45‐72.
Crossref

BaloÄŸlu M (2001). How do previous mathematics courses affect mathematics anxiety, The 8th Annual Research forum of the Sigma Xi, 19 Nisan 2001, Commerce.

BaÅŸar M, Ünal M, Yalçın M(2002). Ä°lköÄŸretim kademesiyle baÅŸlayan matematik korkusunun nedenleri, V. Ulusal Fen Bilimleri ve Matematik Egitimi Kongresi 16-18 EylüL. ODTÜ, Ankara

Baykul Y (1999). Ä°lköÄŸretimde matematik öÄŸretimi. Anı Yayıncılık, Ankara.

Bessant KC (1992). Instructional design and the development of statistical literacy. Teach. Sociol. 20:143-149.
Crossref

Boekaerts M, Maes S, Karoly P (2005). Self-regulation across domains of applied psychology: Is there an emerging consensus? Applied Psychology: Int. Rev. 54(2):149–154.
Crossref

Campbell K, Evans C (1997). Gender issues in the classroom: A comparison ofmathematics anxiety. Educ. 117(3): 332-339.

Cervone D, Pervin LA (2008). Personality: Theory and research. Hoboken, NJ:Wiley.

Cheng EK (2011). The Role of Self-Regulated Learning in Enhancing Learning Performance, Int. J. Res. Rev. 6(1):1-16.

Chipman SF, Krantz DH, Silver R (1992). Mathematics anxiety and science careers among able college women. Psychol. Sci. 3:292- 295.
Crossref

Chye S, Walker RA, Smith I (1997). Self regulated learning in tertiary students: the role ofculture and self efficacy on strategy use and academic achievement. Annual Conference of the Australian Association for Research in Education. 

view.

ÇiltaÅŸ A, BektaÅŸ F (2009). Sınıf öÄŸretmenliÄŸi öÄŸrencilerinin matematik dersine iliÅŸkin motivasyon ve öz-düzenleme becerileri. J. Qafqaz University. 28:153-159.

Çoban A (1989). Ankara Merkez Ortaokullarındaki Son Sınıf ÖÄŸrencilerinin Matematik Dersine Ä°liÅŸkin Tutumları. Yayınlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Ankara.

Drejer RM, Aiken LR (1957). The identification of number anxiety in a college population. J.Educ.Psychol., 48:344-351.
Crossref

Erden M, Akgül S (2010). Ä°lköÄŸretim öÄŸrencilerinin matematik kaygısının ve öÄŸretmen sosyal desteÄŸinin matematik baÅŸarısını yordama gücü. EÄŸitimde Kuram ve Uygulama, 6(1):3-16.

Fiore G (1999). Math-abused students: are we prepared to teach them? Math. Teacher. 92(5):403–406.

Gierl MJ, Bisanz J (1995). Anxieties and attitudes related to math in grades 3 and 6. J. Experimental Educ. 63(2):139-158.
Crossref

Hannula M (2005) "Affect in mathematical thinking and learning. The Future of Mathematics Education and Mathematics Learning". BIFEB Strobl.Austria, August, HaÅŸlaman T, AÅŸkar P (2007). Programlama Dersi ile Ä°lgili Öz-düzenleyici ÖÄŸrenmeStratejileri ve BaÅŸarı Arasındaki Ä°liÅŸkinin Ä°ncelenmesi, Hacettepe ÜniversitesiEÄŸitim Fakültesi Dergisi, Sayı:32, Sayfa:110-122, Hembree R (1990). The nature, effects and relief of mathematics anxiety. J. Res. Math. Educ. 21:33-46.

Ho Esther Sui-Chu (2007). Association Between Self-Related Cognition and Mathematics Performance: The Case In Hong Kong. Educ. J. 35(2):59-76.

Ho H, Senturk D, Lam AG (2000). The affective and cognitive dimensions of math anxiety: A cross-national study. J. Res. Math. Educ. 31(3):362–79.
Crossref

Işık A, ÇiltaÅŸ A, Bekdemir M (2008) "Matematik EÄŸitiminin GerekliliÄŸi ve Önemi" Kazım Karabekir EÄŸitim Fakültesi, (KKEF),17.

Izard CE (1972). Patterns of Emotions: A New Analysis of Anxiety and Depression. New York: Academic Press.
Crossref

Kauffman DF (2004). Self-Regulated Learning in Web-Basid Environments: Ä°nstructional ToolsDesigned to Facilitate Cognitive Strategy Use, Metacognitve Processing and MotivationalBeliefs, J. Educ. Comput. Res. 30:139–161,
Crossref

Liebert RM, Morris LW (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychol. Reports. 20:975-978.
Crossref

Ma X, Xu J (2004). The Causal Ordering of Mathematics Anxiety and Mathematics Achievement: A Longitudinal Panel Analysis. J. Adolescence, 27(2):165-179.
Crossref

Malpass JR, O'Neil J, Harold F, Hocevar D (1999). Self regulation, goal orientation, selfefficacy, worry and high stakes math achievement for mathematically gifted high school students. Roeper Rev. 21(4):281-290.
Crossref

McMillan JH, Schumacher S (2010). Research in education: evidence-based inquiry, 7th edition. Boston: Pearson

Minato S, Yanase S (1984). On The Relationship Between Students's Attitudes Toward School Mathematics and Their Levels of Ä°ntelligence. Educ. Stud. Math. 15:313-320.
Crossref

Pintrich PR (2000). The Role of Orientation in Self-Regulated Learning, In Boekaerts, M.,Pintrich, P.R., ve Zeidner, M. (Eds.), Handbook of Self-Regulation, (pp.451-501), SanDiego, CA: Academic Pres, Pintrich PR, De Groot E (1990). Motivational and self regulated learning components ofclassroom academic performance. J. Educ. Psychol. 82(1):33-40.

Posamentier AS, Stepelman J (1986). Teaching secondary school mathematics. Ohio: Charles E. Merrill Publishing Company.

Richardson FC, Suinn RM (1972) "The Mathematics Anxiety Rating Scale: Psychometric Data", J. Counsel. Psychol. 19:551–554.
Crossref

Risemberg R, Zimmerman BJ (1992). Self-Regulated Learning in Gifted Students, RoeperReview, Cilt:15, Sayı:1, 98–101.

Skiba A (1990). Reviewing an old subject: Math anxiety. Math. Teacher, 84:3.

Stuart VB (2000). Math Curse or Math Anxiety?. Teach. Children Math. 6:330–40.

Suinn RM, Edwards R (1982). The Measurement Of Mathematıcs Anxiety: The Mathematıcs Anxiety Rating Scale For Adolescents-Mars-A. J. Clinical Psychol. 38:576-577.
Crossref

Åžahin FY (2004). OrtaöÄŸretim öÄŸrencilerinin ve üniversite öÄŸrencilerinin matematik korku düzeyleri. EÄŸitim Bilimleri Dergisi, 3(5).

Şahin FY (2000). Matematik kaygısı, Eğitim Araştırmaları. 1(2):75-79,

Åžentürk B (2010). Ä°lköÄŸretim beÅŸinci sınıf öÄŸrencilerinin genel baÅŸarıları, matematik baÅŸarıları, matematik dersine yönelik tutumları ve matematik kaygıları arasındaki iliÅŸki. Yayınlanmamış Yüksek Lisans Tezi, Afyon Kocatepe Üniversitesi, Sosyal Bilimler Enstitüsü.

Tanyolaç G (1996). 11-12 YaÅŸ düzeyindeki öÄŸrencilerin korku yaygınlıklarının bazı deÄŸiÅŸkenler açısından incelenmesi, Yüksek Lisans Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, 78s.

Tobias S (1990). Math anxiety: an update. NACADA J. 10(1):47-50.
Crossref

Üredi I, Üredi L (2005). Ä°lköÄŸretim 8.Sınıf ÖÄŸrencilerinin Öz-Düzenleme Stratejilerive Motivasyonel Ä°nançlarının Matematik BaÅŸarısını Yordama Gücü., MersinÜniversitesi EÄŸitim Fakültesi Dergisi. 1(2):250–260,

Young SH, Vrongistinos K (2002). In-service teachers' self-regulated learning strategiesrelated to their academic achievement. J. Instructional Psychol. 29(3):147-154.

Yücel Z, Koç M (2011). The Relationship Between The Prediction Level of Elementary School Students' Math Achievement by Their Math Attitudes and Gender. Ä°lköÄŸretim Online, 10(1):133-143.

Wadlington E, Wadlington PL (2008). Helping Students with Mathematical Disabilities to Succeed. Preventing School Failure. 53(1):2-7.
Crossref

Wilson S, Thornton S (2007). The factor that makes us more effective teachers": Two Pre-service Primary Teachers' Experience of Bibliotherapy, Math. Teacher Educ. Devel. 9:21-35.

Yuksel-Åžahin F (2004). OrtaöÄŸretim öÄŸrencilerinin ve üniversite öÄŸrencilerinin matematik korku düzeyleri. EÄŸitim Bilimleri Dergisi, 3 (5).

Yuksel-Şahin F (2000). Matematik kaygısı, Eğitim Araştırmaları, 1(2):75-79.

Zakaria E, Nordin NM (2008). The effects of mathematics anxiety on matriculation students as related to motivation and achievement. Eurasia J. Math. Sci. Technol. Educ. 4(1):27-30.

Zettle R, Raines S (2000). The relationship of trait and text anxiety with mathematics anxiety. College Student J. 34(2): 246.

Zimmerman BJ (1986). Development of self-regulated learning: Which are the key subprocesses? Contemporary Educ. Psychol. 16:307–313.
Crossref

Zimmerman BJ, Schunk DH (1989). Self-regulated learning and academic achievement: Theory, research and practice. Berlin Heidelberg New York: Springer.
Crossref

Zimmerman BJ, Schunk DH (Eds.). (2001). Sel-fregulated learning and academic achievement: Theoretical perspectives (2nd ed.). Mahwah, NJ:Erlbaum.