___

• Acar, T. (2014). Ölçek geliştirmede geçerlik kanıtları: Çapraz geçerlik, sınıflama ve sıralama geçerliği uygulaması. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 969-979.
• Anderson, L. W., & Bourke, S. F. (2000). Assessing affective characteristics in the schools (2nd edition). Mahwah, NJ: Lawrence Erlbaum.
• Atik, Z. E., Çok, F., Çoban, A. E., Doğan, T., ve Karaman, N. G. (2014). Akran ilişkileri ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 433-446.
• Bayram, N. (2010). Yapısal eşitlik modellemesine giriş: Amos Uygulamaları. Bursa: Ezgi Kitabevi.
• Bloom, B. S. (1998). İnsan nitelikleri ve okulda öğrenme (Çev., D. A. Özçelik, 3. basım). İstanbul: MEB Yayınları.
• Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, 32, 470-483.
• Büyüköztürk, Ş. (2011). Veri analizi el kitabı. Ankara: Pegem Akademi.
• Carpenter, D. M., & Clayton, G. (2014). Measuring the relationship between self-efficacy and math performance among first-generation college-bound middle school students. Middle Grades Research Journal, 9(2), 109-126.
• Chan J. Y. K., & Bauer C. F. (2014). Identifying at-risk students in general chemistry via cluster analysis of affective characteristics. Journal of Chemical Education, 91(9), 1417-1425.
• Chiu, M. M., & Klassen, R. M. (2010). Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year olds in 34 countries. Learning and Instruction, 20, 2-17.
• Cretchley, P. C. (2008). Advancing research into affective factors in mathematics learning: clarifying key factors, terminology and measurement. In M. Goos, R. Brown & K. Makar (Eds.), Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia, 1, 147-154. Brisbane: MERGA.
• Dermitzaki, I., Leondari, A., & Goudas, M. (2009). Relations between young students' strategic behaviors, domain - specific self-concept, and performance in a problem - solving situation. Learning and instruction, 19, 144-157.
• Ehmke, T., Drechsel, B., & Carstensen, C.H. (2010). Effects of grade retention on achievement and self-concept in science and mathematics. Studies in Educational Evaluation, 36(1/2), 27-35.
• Erkuş, A. (2003). Psikometri üzerine yazılar. Ankara: Türk Psikologlar Derneği Yayınları.
• Evans, J., & Tsatsaroni, A. (1996). Linking the cognitive and the affective in educational research: Cognitivist, psychoanalytic and poststructuralist models. British Educational Research Journal: Special Issue on Poststructuralism and Postmodernism, 21(3), 347-358.
• Grootenboer, P., & Hemmings, B. (2007). Mathematics performance and the role played by affective and background factors. Mathematics Education Research Journal, 19(3), 3-20.
• Güler, N. (2011). Eğitimde ölçme ve değerlendirme. Ankara: Pegem Akademi.
• Karasar, N. (2002). Bilimsel araştırma yöntemi (11. Baskı). Ankara: Nobel Yayın Dağıtım.
• Kiemer, K., Gröschner, A., Pehmer, A.-K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science. Learning and Instruction, 35(2), 94-103.
• Lebens, M., Graff, M., & Mayer, P. (2011). The affective dimensions of mathematical difficulties in school children. Educational Research International, 20, 1-13.
• Leder, G. C., Pehkonen, E., & Törner, G. (2002). Beliefs: A hidden variable in mathematics education? Dordrecht:
• Kluwer Academic Publishers. Lim, S. Y., & Chapman, E. (2013). Development of a short form of the attitudes toward mathematics inventory. Educational Studies in Mathematics, 82(1), 145-164.
• Liston, M., & O'Donoghue, J. (2009) Factors influencing the transition to university service mathematics: part 1 a quantitative study. Teaching Mathematics and Its Applications, 28, 77-87.
• Liu, X., & Koirala, H. (2009). The Effect of mathematics self-efficacy on mathematics achievement of high school students. NERA Conference Proceedings 2009. Paper 30. 16 Eylül 2015 tarihinde http://digitalcommons.uconn.edu/nera_2009/30 adresinden edinilmiştir.
• Ma, X. (2006). Cognitive and affective changes as determinants for taking advanced mathematics courses in high school. American Journal of Education, 113(1), 123-149.
• Ma, X., & Xu, J. (2004). Determining the causal ordering between attitude toward mathematics and achievement in mathematics. American Journal of Education, 110(3), 256-280.
• Maass, J., & Schlöglmann, W. (Eds.). (2009). Beliefs and attitudes in mathematics education: New research results. Rotterdam: Sense Publishers.
• Marsh, H. W. (1986). Verbal and math self concepts: An internal / external frame of reference model. American Educational Research Journal, 23(1), 129-149.
• Marsh, H. W. (1992). Self description questionnaire (SDQ) I: A theoretical and empirical basis for the measurement of multiple dimensions of preadolescent self-concept. An interim test manual and research monograph. Macarthur, New South Wales, Australia: University of Western Sydney, Faculty of Education.
• Marsh, H.W., Craven, R., & Debus, R. (1998). Structure, stability, and development of young children's self- concepts: A multicohort - multioccasion study. Child Development, 69, 1030-1053.
• Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, (2), 397-416.
• McLeod, D.B. (1992). Research on affect in mathematics education: A reconceptualization. In D.A. Grouws (Ed.), Handbook of research on mathematics learning and teaching (pp. 575-596). Reston, VA: The National Council of Teachers of Mathematics, Inc.
• National Council of Teachers of Mathematics (NCTM). (2004). A family's guide: Fostering your child's success in school mathematics. Reston, VA: NCTM.
• OECD. (2004). Learning for tomorrow's world. First results from PISA 2003. Paris: OECD.
• OECD (2007). PISA 2006: Science competencies for tomorrow's world. Volume 1: Analysis. Paris: OECD.
• OECD/UNESCO Institute for Statistics. (2003). Literacy skills for the world of tomorrow: Further results from PISA 2000, PISA, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/9789264102873-en.
• Özçelik, D. A. (1998). Eğitim programları ve öğretim (4. Baskı). Ankara: ÖSYM Yayınları.
• Pantziara, M., & Philippou, G. N. (2015). Students' motivation in the mathematics classroom. Revealing causes and consequences. International Journal of Science and Mathematics Education, 13(2), 385-411.
• Pepitone, J. (2009). Most lucrative college degrees. CNNMoney. 24 Kasım 2015 tarihinde http://money.cnn.com/2009/07/24/news/economy/highest_starting_salaries adresinden edinilmiştir.
• Peters, M. L. (2013). Examining the relationships among classroom climate, self-efficacy, and achievement in undergraduate mathematics: A multi-level analysis. International Journal of Science and Mathematics Education, 11(2), 459-480.
• Preckel, F., Goetz, T., Pekrun, R., & Kleine, M. (2008). Gender differences in gifted and average - ability students: Comparing girls' and boys' achievement, self-concept, interest, and motivation in mathematics. Gifted Child Quarterly, 52(2), 146-159.
• Reyes, L. H. (1984). Affective variables in mathematics education. The Elementary School Journal, 84, 558-581.
• Seel, Norbert M. (2012). Bloom's Model of School Learning. In Norbert M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 466-469). New York: Springer.
• Senemoğlu, N. (1990). Öğrenci giriş nitelikleri ile öğretme-öğrenme süreci özelliklerinin matematik dersindeki öğrenme düzeyini yordama gücü. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 5, 259-270.
• Senemoğlu, N. (2009). Gelişim öğrenme ve öğretim kuramdan uygulamaya (14. Baskı). Ankara: Pegem Akademi.
• Skaalvik, S. & Skaalvik, E. A. (2004). Gender differences in maths and verbal self-concept, performance expectations, and motivation. Sex Roles, 50, 241-252.
• Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (6th ed). Boston: Pearson.
• Tartre, L. A., & Fennema, E. (1995). Mathematics achievement and gender: A longitudinal study of selected cognitive and affective factors [grades 6 to 12]. Educational Studies in Mathematics, 28(3), 199-217.
• Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi (4. Basım). Ankara: Nobel Yayıncılık. Tezbaşaran, A. A. (2008).
• Likert tipi ölçek hazırlama kılavuzu (Üçüncü Sürüm e-Kitap). https://www.academia.edu/1288035/Likert_Tipi_Ölçek_Hazırlama_Kılavuzu adresinden edinilmiştir.
• Urhahne, D., Chao, S., Florineth, M.L., Luttenberger, S., & Paechter, M. (2011). Academic self-concept, learning motivation, and test anxiety of the underestimated student. British Journal of Educational Pyschology, , 161-177.
• Ulutaş, F. ve Ubuz, B. (2008). Matematik eğitiminde araştırmalar ve eğilimler: 2000 ile 2006 yılları arası.
• (Tendencies and Research in Mathematics Education: Between 2000 and 2006). İlköğretim Online, (Elementary Online) 7(3), 614-626.
• Van Montfort, K., Mooijaart, A., & Meijerink, F. (2009). Estimating structural equation models with non-normal variables by using transformation. Statistica Neerlandica, 63(2), 213-226.
• Wang, J. (2006). An empirical study of gender difference in the relationship between self-concept and mathematics achievement in a cross-cultural context. Educational Psychology, 26(5), 689-706.
• Wei, T., Chesnut, S. R., Barnard-Brak, L., Stevens, T., & Olivárez, A. J. (2014). Evaluating the mathematics interest inventory using item response theory: Differential item functioning across gender and ethnicities. Journal of Psychoeducational Assessment, 32(8), 747-761.
• Wigfield, A., & Karpathian, M. (1991). Who am I and what can I do? Children's self-concepts and motivation in achievement situations. Educational Psychologist, 26, 233-261.
• Wininger, S. R., Adkins, O., Inman, T. F., & Roberts, J. (2014). Development of a student interest in mathematics scale for gifted and talented programming identification. Journal of Advanced Academics, 25(4), 403-
• Wong, N. (1992). The relationship among mathematics achievement, affective variables and home background. Mathematics Education Research Journal, 4(3), 32-42.
• Xiaobao, L., & Yeping, L. (2008). Research on students' misconceptions to improve teaching and learning in school mathematics and science. School Science and Mathematics, 108(1), 4-7.