Thomas Hunt


NameThomas Hunt
Job titleAssociate Professor in Psychology
Research instituteCollege of Health, Psychology and Social Care

Research outputs

Appraisals of previous maths experiences play an important role in maths anxiety

Hunt, T. E and Maloney, E. A 2022. Appraisals of previous maths experiences play an important role in maths anxiety. Annals of the New York Academy of Sciences. pp. 1-12. https://doi.org/10.1111/nyas.14805

An exploration of primary school teachers’ maths anxiety using interpretative phenomenological analysis

Dove, Jane, Montague, Jane and Hunt, Thomas, E 2021. An exploration of primary school teachers’ maths anxiety using interpretative phenomenological analysis. International Online Journal of Primary Education.

Parent-child mathematics affect as predictors of children's mathematics achievement

Sari, Mehmet Hari and Hunt, Thomas 2020. Parent-child mathematics affect as predictors of children's mathematics achievement. International Online Journal of Primary Education.

An English version of the mathematics teaching anxiety scale

Hunt, Thomas E. and SARI, Mehmet Hayri 2019. An English version of the mathematics teaching anxiety scale. International Journal of Assessment Tools in Education. https://doi.org/10.21449/ijate.615640

Acquisition, development and maintenance of maths anxiety in young children

Petronzi, D., Staples, Paul, Sheffield, David and Hunt, Thomas 2019. Acquisition, development and maintenance of maths anxiety in young children. in: Routledge.

Assessing Domain Specificity in the Measurement of Mathematics Calculation Anxiety

Hunt, Thomas E., Bagdasar, Ovidiu, Sheffield, David and Schofield, M. 2019. Assessing Domain Specificity in the Measurement of Mathematics Calculation Anxiety. Education Research International. 2019, pp. 1-7. https://doi.org/10.1155/2019/7412193

Further development of the Children’s Mathematics Anxiety Scale UK (CMAS-UK) for ages 4–7 years

Petronzi, D., Staples, Paul, Sheffield, David, Hunt, Thomas E. and Fitton-Wilde, Sandra 2018. Further development of the Children’s Mathematics Anxiety Scale UK (CMAS-UK) for ages 4–7 years. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-018-9860-1

The Development of the Numeracy Apprehension Scale for Children Aged 4-7 Years: Qualitative Exploration of Associated Factors and Quantitative Testing

Petronzi, Dominic, Staples, Paul, Sheffield, David, Hunt, Thomas E. and Fitton-Wilde, Sandra 2018. The Development of the Numeracy Apprehension Scale for Children Aged 4-7 Years: Qualitative Exploration of Associated Factors and Quantitative Testing. Thesis

Slower is not always better: Response-time evidence clarifies the limited role of miserly information processing in the Cognitive Reflection Test

Stupple, Edward J. N., Pitchford, Melanie, Ball, Linden J., Hunt, Thomas E. and Steel, Richard 2017. Slower is not always better: Response-time evidence clarifies the limited role of miserly information processing in the Cognitive Reflection Test. PLos ONE. https://doi.org/10.1371/journal.pone.0186404

Mental arithmetic performance, physiological reactivity and mathematics anxiety amongst U.K. primary school children

Hunt, Thomas E., Bhardwa, Janki and Sheffield, David 2017. Mental arithmetic performance, physiological reactivity and mathematics anxiety amongst U.K. primary school children. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2017.03.016

Development of the critical thinking toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking

Stupple, Edward J. N., Maratos, Frances A., Elander, James, Hunt, Thomas E., Cheung, Kevin Yet Fong and Aubeeluck, Aimee 2016. Development of the critical thinking toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity. 23, pp. 91-100. https://doi.org/10.1016/j.tsc.2016.11.007

Endogenous and Exogenous Time Pressure: Interactions with Mathematics Anxiety in Explaining Arithmetic Performance

Hunt, Thomas E. and Sandhu, Kaljit K. 2017. Endogenous and Exogenous Time Pressure: Interactions with Mathematics Anxiety in Explaining Arithmetic Performance. International Journal for Educational Research. https://doi.org/10.1016/j.ijer.2017.01.005

Exploring the Relationship Between Mathematics Anxiety and Performance: An Eye-Tracking Approach

Hunt, Thomas E., Clark-Carter, David and Sheffield, David 2014. Exploring the Relationship Between Mathematics Anxiety and Performance: An Eye-Tracking Approach. Applied Cognitive Psychology. https://doi.org/10.1002/acp.3099

Children's construction task performance and spatial ability: controlling task complexity and predicting mathematics performance.

Richardson, Miles, Hunt, Thomas E. and Richardson, Cassandra 2014. Children's construction task performance and spatial ability: controlling task complexity and predicting mathematics performance. Perceptual and Motor Skills. https://doi.org/10.2466/22.24.PMS.119c28z8

Math anxiety, intrusive thoughts and performance: Exploring the relationship between mathematics anxiety and performance: The role of intrusive thoughts

Hunt, Thomas E., Clark-Carter, David and Sheffield, David 2014. Math anxiety, intrusive thoughts and performance: Exploring the relationship between mathematics anxiety and performance: The role of intrusive thoughts. Journal of Education, Psychology and Social Sciences.

The development and part validation of a U.K. scale for mathematics anxiety

Hunt, Thomas E., Clark-Carter, David and Sheffield, David 2011. The development and part validation of a U.K. scale for mathematics anxiety. Journal of Psychoeducational Assessment. https://doi.org/10.1177/0734282910392892
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