Colleen M. Ganley
Affiliations: | Psychology | Florida State University, Tallahassee, FL, United States |
Google:
"Colleen Ganley"Mean distance: (not calculated yet)
BETA: Related publications
See more...
Publications
|
You can help our author matching system! If you notice any publications incorrectly attributed to this author, please sign in and mark matches as correct or incorrect. |
| Geer EA, Barroso C, Conlon RA, et al. (2024) A meta-analytic review of the relation between spatial anxiety and spatial skills. Psychological Bulletin |
| Geer EA, Ganley C. (2022) Sex differences in social and spatial perspective taking: A replication and extension of Tarampi et al. (2016). Quarterly Journal of Experimental Psychology (2006). 17470218221085117 |
| Atit K, Power JR, Pigott T, et al. (2021) Examining the relations between spatial skills and mathematical performance: A meta-analysis. Psychonomic Bulletin & Review |
| Ganley CM, Conlon RA, McGraw AL, et al. (2021) The effect of brief anxiety interventions on reported anxiety and math test performance Journal of Numerical Cognition. 7: 4-19 |
| Casey BM, Ganley CM. (2021) An examination of gender differences in spatial skills and math attitudes in relation to mathematics success: A bio-psycho-social model Developmental Review. 60: 100963 |
| Barroso C, Ganley CM, McGraw AL, et al. (2020) A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin |
| Hart SA, Ganley CM. (2019) The Nature of Math Anxiety in Adults: Prevalence and Correlates. Journal of Numerical Cognition. 5: 122-139 |
| Ganley CM, Schoen RC, LaVenia M, et al. (2019) The Construct Validation of the Math Anxiety Scale for Teachers Aera Open. 5: 233285841983970 |
| Geer EA, Quinn JM, Ganley CM. (2018) Relations between spatial skills and math performance in elementary school children: A longitudinal investigation. Developmental Psychology |
| Daucourt M, Ganley C. (2017) Individual Differences Related to College Students’ Course Performance in Calculus II Journal of Learning Analytics. 4: 129-153 |