Purpura, D. P., Schmitt, S. A., & Ganley, C. M. (in press). Foundations of mathematics and literacy: The role of executive functioning components. Journal of Experimental Child Psychology.
Ganley, C. M., & McGraw, A. L. (2016). The development and validation of a revised version of the Math Anxiety Scale for Young Children. Frontiers in Psychology.
Ganley, C. M., & Lubienski, S. T. (2016). Mathematics confidence, interest, and performance: Gender patterns and reciprocal relations. Learning and Individual Differences, 47, 182-193.
Ganley, C. M., Vasilyeva, M., & Dulaney, A. (2014). Spatial ability mediates the gender difference in science performance of middle-school students. Child Development, 85, 1419–1432.
Ganley, C. M., & Vasilyeva, M. (2014). The role of anxiety and working memory in gender differences in mathematics. Journal of Educational Psychology, 106(1), 105-120.
Ganley, C. M., Mingle, L. A., Ryan, A., Ryan, K., Vasilyeva, M & Perry, M. (2013). An examination of stereotype threat effects on girls' mathematics performance. Developmental Psychology, 49(10), 1886-1897.
Vasilyeva, M., Ganley, C. M., Casey, B. M., Dulaney, A., Tillinger, M., & Anderson, K. (2013). How children determine the size of 3D structures: Investigating factors influencing strategy choice. Cognition and Instruction, 31(1), 29-61.
Ganley, C. M., & Vasilyeva, M. (2011). Sex differences in the relation between math performance, spatial skills, and attitudes. Journal of Applied Developmental Psychology, 32(4), 235-242.