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Cited by

• 2014The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects248 cited
• 2004The influence of cognitive test anxiety across the learning–testing cycle244 cited
• 2003Acceptance and Commitment Therapy (Act) vs. Systematic Desensitization in Treatment of Mathematics Anxiety213 cited
• 2007The Test Anxiety Inventory for Children and Adolescents (TAICA)199 cited
• 2016Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning198 cited
• 1998Mathematics Anxiety and Working Memory183 cited
• 2020Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis163 cited
• 2007Significant Predictors of Test Anxiety Among Students With and Without Learning Disabilities160 cited
• 2011Role of academic self-efficacy in moderating the relation between task importance and test anxiety154 cited
• 2000Mathematics Anxiety and Test Anxiety: Separate Constructs?121 cited
• 1997The motive to avoid failure and test anxiety responses: Empirical support for integration of two research traditions103 cited
• 1999Reducing test anxiety and improving academic self-esteem in high school and college students with learning disabilities103 cited