A study of the developing relations between self-regulation and mathematical knowledge in the context of an early math intervention
| Autor: | Christina Mulcahy, Simone E. Halliday, Prentice Starkey, Paul R. Swank, Alice Klein, Lydia DeFlorio, Amber Beliakoff, Heather B. Taylor |
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| Rok vydání: | 2019 |
| Předmět: |
Persistence (psychology)
Sociology and Political Science education 05 social sciences Psychological intervention 050301 education Context (language use) behavioral disciplines and activities Education Developmental psychology Intervention (counseling) mental disorders Inhibitory control Developmental and Educational Psychology 0501 psychology and cognitive sciences Early childhood Set (psychology) 0503 education psychological phenomena and processes 050104 developmental & child psychology Efficacy Study |
| Zdroj: | Early Childhood Research Quarterly. 46:33-48 |
| ISSN: | 0885-2006 |
| Popis: | Many children from low-income families who have received a generally effective pre-k math intervention nevertheless enter kindergarten behind their middle-income peers in math readiness. To better understand why, research has recently begun to examine the role of self-regulation in children’s early mathematical learning and development. The present study examined (1) the directionality of relations between mathematical knowledge and self-regulation skills, specifically inhibitory control and persistence, within the context of a two-year preschool math intervention; (2) whether participation in a math intervention had a direct impact on either inhibitory control or persistence; and (3) whether self-regulation moderates the impact of math interventions on children’s math outcomes. Participants were 526 low-income preschoolers who were participating in an efficacy study of two early math interventions. Children were assessed on early math and self-regulation skills three times over two years of preschool. Results indicated a bidirectional relation between children’s measures of delay inhibitory control and mathematical knowledge, and children’s mathematical knowledge predicted conflict inhibitory control and persistence. Participation in a math intervention had a direct impact on persistence, but self-regulation skills did not moderate the impacts of participation on either math intervention. Thus, a complex set of relations exists between self-regulation and mathematical knowledge in early childhood. This suggests that the effectiveness of early math interventions might be enhanced by concomitant interventions that target self-regulation. |
| Databáze: | OpenAIRE |
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