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Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Emotional Clarity Questionnaire (Flynn & Rudolph, 2010): Seven item self-report questionnaire that assesses adolescents' perceived emotional clarity, or how they experience their feelings
Multidimensional Anxiety Scale for Children (MASC) (March, 2013): Assesses through self-report and parent-report the presence of anxiety for students eight to 19 years old
Mathematics Anxiety Scale for Children (Chiu & Henry, 1990): A 22 item measure where students rate their level of nervousness doing math-related activities in school
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Chiu, L. H., & Henry, L. L. (1990). Development and validation of the Mathematics Anxiety Scale for Children. Measurement and Evaluation in Counseling and Development, 23(3), 121-127.
Cleary, T. J., & Chen, P. P. (2009). Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context. Journal of School Psychology, 47(5), 291-314.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: CASEL.
Davidson, L. M., & Demaray, M. K. (2007). Social support as a moderator between victimization and internalizing-externalizing distress from bullying. School Psychology Review, 36(3), 383-405.
Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39(3), 305-316.
Devine, A., Hill, F., Carey, E., & Szűcs, D. (2018). Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety. Journal of Educational Psychology, 110(3), 431
Flynn, M., & Rudolph, K. D. (2010). The contribution of deficits in emotional clarity to stress responses and depression. Journal of Applied Developmental Psychology, 31(4), 291-297.
Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link: A global phenomenon. Current Directions in Psychological Science, 26(1), 52-58.
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Halberstadt, A. G., Castro, V. L., Chu, Q., Lozada, F. T., & Sims, C. M. (2018). Preservice teachers' racialized emotion recognition, anger bias, and hostility attributions. Contemporary Educational Psychology, 54, 125-138.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 33-46.
Houben, M., Van Den Noortgate, W., & Kuppens, P. (2015). The relation between short-term emotion dynamics and psychological well-being: A meta-analysis. Psychological Bulletin, 141(4), 901-930.
Hyndman, B., Benson, A. C., Lester, L., & Telford, A. (2017). Is there a relationship between primary school children's enjoyment of recess physical activities and health-related quality of life? A cross-sectional exploratory study. Health Promotion Journal of Australia, 28(1), 37-43.
Jain, S., & Dowson, M. (2009). Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemporary Educational Psychology, 34(3), 240-249.
Jose, P. E., Ryan, N., & Pryor, J. (2012). Does social connectedness promote a greater sense of well-being in adolescence over time? Journal of Research on Adolescence, 22(2), 235-251.
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Kowalski, R. M., & Limber, S. P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1), S13-S20.
Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97(2), 197-213.
Maloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: Shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115-128.
March, J.S. (2013). Multidimensional anxiety scale for children (2nd ed.). Toronto, Canada: Multi-health Systems.
Matsumoto, D., Yoo, S. H., & Fontaine, J. (2008). Mapping expressive differences around the world: The relationship between emotional display rules and individualism versus collectivism. Journal of Cross-Cultural Psychology, 39(1), 55-74.
Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82(1), 60.
Mohammad, E. T., Shapiro, E. R., Wainwright, L. D., & Carter, A. S. (2015). Impacts of family and community violence exposure on child coping and mental health. Journal of Abnormal Child Psychology, 43(2), 203-215.
Mutlu, Y. (2019). Math anxiety in students with and without math learning difficulties. International Electronic Journal of Elementary Education, 11(5), 471-475.
Patil, P. A., Porche, M. V., Shippen, N. A., Dallenbach, N. T., & Fortuna, L. R. (2018). Which girls, which boys? The intersectional risk for depression by race and ethnicity, and gender in the U.S. Clinical Psychology Review, 66, 51-68.
Pons, F., Harris, P. L., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127-152.
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Rubinsten, O., & Tannock, R. (2010). Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6(46), 1-13.
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