___

• Alpaslan, M. M. & Ulubey, Ö. (2019). Matematik dersindeki başarı duygusu, öz-düzenleyici öğrenme stratejileri ve akademik başarı arasındaki ilişkinin incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 21(2), 1-14. doi: 10.17556/erziefd.458020
• Anderson J.C. & Gerbing, D.W. (1984) The effect of sampling error on convergence, improper solutions and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173.
• Brown, T. A. (2015). Confirmatory factor analysis for applied research. New York: The Guilford Press.
• Bullough, R. V., Jr., Bullough, D.A.M. & Mayes, P. B. (2006). Getting in touch: Dreaming, the emotions and the work of teaching. Teachers and teaching: Theory and practice, 12(2), 193-208. doi: 10.1080/13450600500467399
• Buric I., Sliskovic, A. & Macuka, I. (2018) A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire. Educational Psychology, 38(3), 325-349.
• Bursal, M. & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106, 173-180.
• Büssing, A.G., Schleper, M. & Menzel, S. (2019). Emotions and pre-service teachers’ motivation to teach the context of returning wolves. Environmental Education Research, 25(8), 1174-1189, doi: 10.1080/13504622.2018.1487034
• Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanma. Kuram ve Uygulamada Eğitim Yönetimi, 32(32), 470-483.
• Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Yayıncılık.
• Can, Y., Emmioğlu Sarıkaya, E. & Bardakcı, S. (2020). Başarı duyguları anketinin Türk kültürüne uyarlanması. Kastamonu Eğitim Dergisi, 28(2), 675-693. doi:10.24106/kefdergi.697110.
• Carson, R. L. (2006). Exploring the episodic nature of teachers’ emotions as it relates to teacher burnout. PhD Dissertation, Purdue University, IN.
• Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193-218.
• Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55(4), 584-594.
• Cudeck, R., du Toit, S. & Sörbom, D. (2001). Structural equation models: Present and future. A Festschrift in honor of Karl Jöreskog. Chicago: Scientific Software International.
• Çalışkan, H. (2009). Sosyal bilgiler öğretiminde araştırmaya dayalı öğrenme yaklaşımının eleştirel düşünme becerisine etkisi. Kastamonu Eğitim Dergisi. 17(1), 57-70
• Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi Yayıncılık
• Darby, A. (2008). Teachers’ emotions in the reconstruction of professional self-understanding. Teaching and Teacher education, 24, 1160-1172.
• Ellsworth, P. C. & Tong, E.M.W. (2006). What does it mean to be angry at yourself? Categories, appraisals, and the problem of language. Emotion, 6, 573-586.
• Eroğlu, A. (2009). Faktör analizi. Ş. Kalaycı (Ed.), SPSS uygulamalı çok değişkenli ı̇statistik teknikleri (s.321-331) içinde. Ankara: Asil Yayın Dağıtım.
• Field, A. (2005). Discovering statistics using SPSS. Thousand Oaks, CA: Sage Publications, Inc.
• Fredrickson, B. L. & Cohn, M. A. (2008). Positive emotions. M. Lewis ve J. M. Haviland-Jones (Ed.), Handbook of emotions (s. 777-796) içinde. New York: The Guilford Press.
• Frenzel, A. C. (2014). Teacher emotions. R. Pekrun, ve L. Linnebrink-Garcia (Ed.), International handbook of emotions in education (s. 494-519) içinde. New York: Routledge.
• Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R. & Sutton, R. E. (2009). Emotional transmissin in the classroom: exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705-716.
• Frenzel, A. C., Goetz, T., Stephens, E. J. & Jacob, B. (2011). Antecedents and effects of teachers’ emotional experiences: an integrated perspective and empirical test. P. A. Schutz, ve M. Zembylas (Ed.), Advances in teacher emotion research (s. 129-151) içinde. New York: Springer.
• Frenzel, A.C., Pekrun, R., Goetz, T., Daniels, L.M., Durksen, T.L., Becker-Kurz, B. & Robert M. Klassen, R.M. (2016). Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology, 46, 148–163. doi: 10.1016/j.cedpsych.2016.05.003
• Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: the broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226.
• Goetz, T., Pekrun, R. & Hall, N., (2005). The structure of students’ emotions experienced during a mathematical achievement test. ZDM Mathematics Education, 37(3), 221-225.
• Haciomeroglu, G. (2014). Elementary pre-service teachers’ mathematics anxiety and mathematics teaching anxiety. International Journal for Mathematics Teaching and Learning, 10 March 2014.[http://www.cimt.plymouth.ac.uk/journal/default.htm]
• Hacıömeroğlu, G. & Bilgen, S. (2013). Başarı Duygusu İlkokul’un Türkçe’ye Uyarlama Çalışması. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 38, 85-96.
• Hagenauer, G. & Volet, S.E. (2014). ‘I don’t think I could, you know, just teach without any emotion’: Exploring the nature and origin of university teachers’ emotions. Research Papers in Education, 29(2), 240-262.
• Hair, J. F., Black, W. C., Tatham, R. L. & Anderson, R. E. (2010). Multivariate data analysis. Upper Saddle River, NJ: Prentice Hall.
• Hambleton, R., Merenda, P.F. & Spielberger, C.D. (2005). Adapting educational and psychological test for cross-cultural assessment. Mahwah, New Jersey: Lowrence Erlbaum.
• Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14, 835-854.
• Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811-826.
• Harper, N. W. & Daane, C. J. (1998). Causes and reduction of math anxiety in preservice elementary teachers. Action in Teacher Education, 19, 29-38.
• Hart, N. I. (1987). Student teachers’ anxieties: Four measured factors and their relationships to pupil disruption in class. Educational Research, 29, 12-18.
• Hascher, T. & Hagenauer, G. (2016). Openness to theory and its importance for pre-service teachers’ self-efficacy, emotions, and classroom behaviour in the teaching practicum. International Journal of Educational Research 77, 15-25. doi: 0.1016/j.ijer.2016.02.003
• Hedrih, V. (2020). Adapting psychological tests and measurement instruments for cross-cultural research. New York, NY: Routledge.
• Hooper, D., Coughlan, J. & Mullen, M. R. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. The Electronic Journal of Business Research Methods, 6, 53-60.
• Hu, L. T. & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
• Kayış, A. (2009). Güvenirlik analizi. Ş. Kalaycı (Ed.), SPSS uygulamalı çok değişkenli ı̇statistik teknikleri (s.403-419) içinde. Ankara: Asil Yayın Dağıtım.
• Klassen, R.M., Perry, N.E. & Frenzel, A.C. (2012). Teachers’ relatedness with students: An underemphasized component of teachers’ basic psychological needs. Journal of Educational Psychology, 104, 150–165. doi:10.1037/a0026253.
• Kelly, W. P. & Tomhave, W. K. (1985). A study of math anxiety/math avoidance in preservice elementary teachers. Arithmetic Teacher, 32, 51-53.
• Kline, R. B. (2016). Principles and practice of structural equation modeling. New York: The Guilford Press.
• Korthagen, F. & Wubbels, T. (2008). Learning from practice. F. Korthagen (Ed.), Linking practice and theory (s. 32-50) içinde. New York: Routledge.
• Kuppens, P., Van Mechelen, I. & Rijmen, F. (2008). Towards disentangling sources of individual differences in appraisal and anger. Journal of Personality, 76, 969-1000.
• Kuppens, P., Van Mechelen, I., Smits, D.J.M. & De Boeck, P. (2003). The appraisal basis of anger: Specificity, necessity, and sufficiency of components. Emotion, 3, 254-269.
• Kyriacou, C. & Stephens, P. (1999). Students teachers’ concerns during teaching practice. Evaluation and Research in Education, 13(1), 18-31.
• Lichtenfeld, S., Pekrun, R., Stupnisky, R.H., Reissi, K. & Murayama, K. (2012). Measuring students’ emotions in the early years: The Achiement emoutions questionnaire-elementary scool (AEQ-ES). Learning and Individual Differences, 22, 190-201.
• Payne, B. D. & Manning, B. H. (1990). The effect of self-instructions on preservice teacher’s anxiety about teaching. Contemporary Educational Psychology Review, 15, 261-267.
• Peixoto, F., Mata, L., Monteiro, V., Sanches, C. & Pekrun, R. (2015). The achievement emotions questionnaire: Validation for pre-adolescent students. European Journal of Developmental Psychology, 12(4), 472-481.
• Peker, M. (2009). The effects of an instruction using problem solving strategies in Mathematics on the teaching anxiety level of the pre-service primary school teachers. The New Educational Review, 19(3-4), 95-114.
• Pekrun, R., Goetz, T. & Perry, R. (2002). Academic emotions in students’ selfregulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106.
• Poulou, M. (2007). Student-teachers’ concerns about teaching practice. European Journal of Teacher Education, 30(1), 91-110.
• Ria, L., Seve, C., Saury, J., Theureau, J. & Durand, M. (2003). Beginning teachers’ situated emotions: a study of first classroom experiences. Journal of Education for Teaching, 29(3), 219-233.
• Russo, J., Bobis, J., Sullivan, P., Downton, A., Livy, S., McCormic, M. & Hughes, S. (2020). Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers. Teaching and Teacher Education, 88. doi: 10.1016/j.tate.2019.102983
• Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. Doi: 10.1037/0003-066X.55.1.68
• Saraçlı, S. (2011). Faktör analizinde yer alan döndürme metotlarının karşılaştırmalı incelenmesi üzerine bir uygulama. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 1(3), 22-26.
• Saunders, R. (2013). The Role of Teacher Emotions in Change: Experiences, Patterns and Implications for Professional Development. Journal of Educational Change, 14, 303-333. doi: 10.1007/s10833-012-9195-0
• Schumacker, R. E. & Lomax, R. G. (1996). A beginner's guide to structural equation modeling. Lawrence Erlbaum Associates, Inc.
• Schutz, P. A. (2014). Inquiry on teacher’s emotion. Educational Psychologist, 49(1), 1-12.
• Stipek, D. J., Givvin, K. B., Salmon, J. M. & MacGyvers, V. L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17(2), 213-226. doi: 10.1016/s0742-051x(00)00052-4.
• Sutton, R. E. (2007). Teachers’ anger, frustration, and self-regulation. P. A. Schutz ve R. Pekrun (Ed.), Emotion in education (s. 251-266) . San Diego: Academic Press.
• Sutton, R. E. & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358. doi: 10.1023/A:1026131715856
• Sümer, N. (2000). Yapısal eşitlik modelleri: temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
• Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics. New York: Allyn ve Bacon/Pearson Education.
• Takunyacı, M. & Karadağ, B. (2020). Ergenlik Öncesi Öğrencilerin Matematiğe Yönelik Başarı Duyguları Ölçeğinin Türkçeye Uyarlanması. International Journal of Educational Studies in Mathematics, 6(4), 206-218.
• Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayıncılık.
• Timostsuk, I. & Ugaste, A. (2012). The role of emotions in student teachers’ professional identity. European Journal of Teacher Education, 35(4), 421-433.
• Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40(3), 607-621. doi: 10.1007/s11251-011-9192-3.
• Türk Dil Kurumu. (2020). Türk Dil Kurumu Sözlüğü. Erişim adresi (08.06.2020): www.tdk.gov.tr
• Van Veen, K., & Sleegers, P. (2009). Teachers' emotions in a context of reforms: To a deeper understanding of teachers and reforms. P. Schutz, & M. Zembylas (Ed.), Advances in teacher emotion research: the ımpact on teachers' lives (s. 233-251). New York: Springer. doi: 10.1007/978-1-4419-0564-2
• Wood, E. F. (1988). Math anxiety and elementary teachers: What does research tell us? For the Learning of Mathematics, 8, 8-13.
• Woods, P. & Jeffrey, B. (1996). Teachable moments. Buckingham: Open University Press.
• Yurtseven, N. (2020). Teacher emotion questionnaire: A Turkish adaptation, validity, and reliability study. Pegem Eğitim ve Öğretim Dergisi, 10(1), 251-282. doi: 10.14527/pegegog.2020.009