Cognitive predictors of children's development in mathematics achievement: A latent growth modeling approach
| Autor: | Xenidou-Dervou, Iro, van Luit, J.E.H., Kroesbergen, Evelyn H., Friso-van Den Bos, Ilona, Jonkman, Lisa M, van der Schoot, Menno, Van Lieshout, Ernest C. D. M., Education and Learning: Cognitive and Motor Disabilities, Leerstoel Luit, Leerstoel Leseman |
|---|---|
| Přispěvatelé: | Development, RS: FPN CN 8, Education and Learning: Cognitive and Motor Disabilities, Leerstoel Luit, Leerstoel Leseman, Educational Neuroscience, LEARN! - Brain, learning and development, LEARN!, Faculty of Behavioural and Movement Sciences, Educational Studies |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Cognitive Neuroscience
Individuality Numerical cognition Learning and Plasticity INDIVIDUAL-DIFFERENCES 050105 experimental psychology Structural equation modeling Developmental psychology Child Development Cognition WORKING-MEMORY Developmental and Educational Psychology Humans Achievement test Approximate number system 0501 psychology and cognitive sciences KNOWLEDGE Cognitive skill Child Schools EXECUTIVE FUNCTION Latent growth modeling 05 social sciences PERFORMANCE Achievement Child development SKILLS APPROXIMATE NUMBER SYSTEM Educational Measurement KINDERGARTEN Psychology DIFFICULTIES SDG 4 - Quality Education Mathematics MATH ACHIEVEMENT 050104 developmental & child psychology |
| Zdroj: | Developmental Science, 21(6). Wiley-Blackwell Developmental Science, 21 Developmental Science, 21(6):12671. Wiley-Blackwell Xenidou-Dervou, I, Van Luit, J E H, Kroesbergen, E H, Friso-van den Bos, I, Jonkman, L M, van der Schoot, M & van Lieshout, E C D M 2018, ' Cognitive predictors of children's development in mathematics achievement : A latent growth modeling approach ', Developmental Science, vol. 21, no. 6, 14, pp. 1-14 . https://doi.org/10.1111/desc.12671 Developmental Science, 21, 6 Developmental Science, 21(6):14, 1-14. Wiley-Blackwell |
| ISSN: | 1363-755X |
| Popis: | Item does not contain fulltext Research has identified various domain‐general and domain‐specific cognitive abilities as predictors of children's individual differences in mathematics achievement. However, research into the predictors of children's individual growth rates, namely between‐person differences in within‐person change in mathematics achievement is scarce. We assessed 334 children's domain‐general and mathematics‐specific early cognitive abilities and their general mathematics achievement longitudinally across four time‐points within the first and second grades of primary school. As expected, a constellation of multiple cognitive abilities contributed to the children's starting level of mathematical success. Specifically, latent growth modeling revealed that WM abilities, IQ, counting skills, nonsymbolic and symbolic approximate arithmetic and comparison skills explained individual differences in the children's initial status on a curriculum‐based general mathematics achievement test. Surprisingly, however, only one out of all the assessed cognitive abilities was a unique predictor of the children's individual growth rates in mathematics achievement: their performance in the symbolic approximate addition task. In this task, children were asked to estimate the sum of two large numbers and decide if this estimated sum was smaller or larger compared to a third number. Our findings demonstrate the importance of multiple domain‐general and mathematics‐specific cognitive skills for identifying children at risk of struggling with mathematics and highlight the significance of early approximate arithmetic skills for the development of one's mathematical success. We argue the need for more research focus on explaining children's individual growth rates in mathematics achievement. 14 p. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Plný text