[Badjonova, J., & Iliško, I. (2015). Holistic Approach as Viewed by the Basic School Teachers in Latvia. Discourse and Communication for Sustainable Education. 6, (1), 132-140. DOI: 10.1515/dcse-2015-0010.10.1515/dcse-2015-0010]Search in Google Scholar
[Borg, M. (2001). Teachers’ beliefs. ELT Journal, 55(2), 186-188.10.1093/elt/55.2.186]Search in Google Scholar
[Collins, J. L. (1982). Self-efficacy and ability in achievement behavior. Paper presented at the meeting of the American Educational Research Association, New York.]Search in Google Scholar
[Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 249-254). London, Falmer Press.]Search in Google Scholar
[Fox, R. (2001). Constructivism examined. Oxford Review of Education, 27, 23-35.10.1080/03054980125310]Search in Google Scholar
[Hancock, D. R., Bray M., & Nason, S. A. (2003). Influencing university students’ achievement and motivation in a technology course. The Journal of Educational Research, 95, 365-372.10.1080/00220670209596611]Search in Google Scholar
[Hoffman, B., & Schraw, G. (2009). The influence of self-efficacy and working memory capacity on problem-solving efficiency. Learning and Individual Differences, 19, 91-100.10.1016/j.lindif.2008.08.001]Search in Google Scholar
[Holland, J. H. (1996). Hidden order: How adaptation builds complexity. New York: Basic Books.]Search in Google Scholar
[Huitt, W. (2006). Becoming a brilliant star: A framework for discussing formative holistic education. Paper presented at the International Networking for Educational Transformation Conference, Augusta, GA. Retrieved January 8, 2012, from http://www.edpsycinteractive.org/brilstar/brilstarintros.pdf ]Search in Google Scholar
[Hycner, H. R. (1999). Some guidelines for the phenomenological analysis of interview data. In A. Bryman & R. G. Burgess (Eds.) Qualitative research. (pp. 143-164), London: Sage.]Search in Google Scholar
[Jess, M., Atencio, M., & Thorburn, M. (2008). Using complexity theory to support curricular, pedagogical and professional developments in Scottish Physical Education. Paper presented at Australian Association for Research in Education, Brisbane, Australia. Retrieved August 8, 2014, from http://www.aare.edu.au/08pap/jes08658.pdf ]Search in Google Scholar
[Jonassen, D. (1991). Objectivism vs. Constructivism. Educational Technology Research and Development, 39(3), 5-14.10.1007/BF02296434]Search in Google Scholar
[Kazelskis, R. (1998). Some dimensions of mathematics anxiety: A factor analysis across instruments. Educational and Psychological Measurement, 58(4), 623-634. 75.10.1177/0013164498058004006]Search in Google Scholar
[Kislenko, K., Grevholm, B., & Lepik, M. (2009). Mathematics is important but boring. Students’ beliefs and attitudes towards mathematics. Retrieved August 3, 2011, from http://prosjekt.uia.no/lcm/papers/Kislenko.pdf ]Search in Google Scholar
[Kuhn, L. (2008). Complexity and educational research: A critical reflection. Education Philosophy and Theory, 40(1), 177-189.10.1111/j.1469-5812.2007.00398.x]Search in Google Scholar
[Lepik, M., & Pipere, A. (2011). Baltic-Nordic comparative study on mathematics teachers’ beliefs: Designing research instrument to describe the beliefs and practices of mathematics teachers. Acta Paedagogica Vilnensia, 27, 115-123.10.15388/ActPaed.2011.27.2960]Search in Google Scholar
[Lindsay, P. H., & Norman, D. A. (1977). Human information processing. New York: Academic Press.]Search in Google Scholar
[Ma, X., & Kishor, N. (1997). Attitude toward self, social factors, and achievement in mathematics: A meta-analytic review. Educational Psychology Review, 9(2), 89-120.10.1023/A:1024785812050]Search in Google Scholar
[Marsh, H. W., & Hau, K. T. (2004). Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal/ external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56-67.10.1037/0022-0663.96.1.56]Search in Google Scholar
[Morony, S., Kleitman, S., Lee, Y., & Stankov, L. (2013). Predicting achievement: Confidence vs self-efficacy, anxiety, and self-concept in Confucian and European countries. International Journal of Educational Research, 58, 79-96.10.1016/j.ijer.2012.11.002]Search in Google Scholar
[Morrison, K. (2008). Educational philosophy and the challenge of complexity theory. Education Philosophy and Theory, 40(1), 19-34.10.1111/j.1469-5812.2007.00394.x]Search in Google Scholar
[Mubeen, S., Saeed, S., & Arif, M. H. (2013). Attitude towards mathematics and academic achievement in mathematics among secondary level boys and girls. Journal of Humanities and Social Sciences, 6(4), 38-41.]Search in Google Scholar
[Norman, G. (2011). Chaos, complexity and complicatedness: lessons from rocket science. Medical Education, 45, 549-559.10.1111/j.1365-2923.2011.03945.x]Search in Google Scholar
[Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.10.3102/00346543062003307]Search in Google Scholar
[Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193 - 203.10.1037/0022-0663.86.2.193]Search in Google Scholar
[Pratt, D. D. (1992). Conceptions of teaching. Adult Education Quarterly, 42(4), 203-220.10.1177/074171369204200401]Search in Google Scholar
[Reyes, L. H. (1984). Affective variables and mathematics education. Elementary School Journal, 84, 558-581.10.1086/461384]Search in Google Scholar
[Salīte, I. (2015). Searching for Sustainability in Teacher Education and Educational Research: Experiences from the Baltic and Black Sea Circle Consortium for educational research. Discourse and Communication for Sustainable Education. 6, (1), 21-29. DOI: 10.1515/dcse-2015-0002.10.1515/dcse-2015-0002]Search in Google Scholar
[Stevens, T., Olivárez, Jr. A., & Hamman, D. (2006). The role of cognition, motivation, and emotion in explaining the mathematics achievement gap between Hispanic and White students. Hispanic Journal of Behavioral Sciences, 28(2), 161-186.10.1177/0739986305286103]Search in Google Scholar
[UNECE (2011). Learning for the future: Competences in Education for Sustainable Development (ECE/CEP/AC. 13/2011/6). Retrieved January 12, 2014, from http://www.lne.be/themas/natuur-en-milieueducatie/algemeen/nme-internationaal/ECE_CEP_AC13_2011_6-20COMPETENCES-20EN.pdf ]Search in Google Scholar
[Waldrop, M. (1992). Complexity: The emerging science at the edge of order and chaos. New York: Simon & Schuster.]Search in Google Scholar
[Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287-301. 10.1111/1467-8624.00406]Search in Google Scholar