Children’s Emotion Regulation Scale in Mathematics (CERS-M): Development and Validation of a Self-Reported Instrument

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ISSN Print: 2152-7180
ISSN Online: 2152-7199
www.scirp.org/journal/psych
E-mail: psych@scirp.org

"Children’s Emotion Regulation Scale in Mathematics (CERS-M): Development and Validation of a Self-Reported Instrument"
written by Vanessa Hanin, Jacques Grégoire, Moïra Mikolajczak, Carole Fantini-Hauwel, Catherine Van Nieuwenhoven,
published by Psychology, Vol.8 No.13, 2017

has been cited by the following article(s):

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[1]	How failure experience combined with high teacher self-aspect importance puts self-efficacy at risk among student teachers European Journal of Psychology of Education, 2023 DOI:10.1007/s10212-021-00588-4

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[3]	How failure experience combined with high teacher self-aspect importance puts self-efficacy at risk among student teachers European Journal of Psychology of Education, 2022 DOI:10.1007/s10212-021-00588-4

[4]	From perceived competence to emotion regulation: assessment of the effectiveness of an intervention among upper elementary students European Journal of Psychology of Education, 2020 DOI:10.1007/s10212-020-00481-6

[5]	An Exploration of the Cognitive, Motivational, Emotional and Regulatory Behaviours of Elementary-School Novice and Expert Problem Solvers Canadian Journal of Science, Mathematics and Technology Education, 2020 DOI:10.1007/s42330-020-00092-9

[6]	Emotional and motivational relationship of elementary students to mathematical problem-solving: a person-centered approach European Journal of Psychology of Education, 2019 DOI:10.1007/s10212-018-00411-7

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