Numeracy, Cognitive, and Motivational Predictors of Elementary Mathematics Achievement

Autor/inn/en	Liu, Allison S.; Rutherford, Teomara; Karamarkovich, Sarah M.
Titel	Numeracy, Cognitive, and Motivational Predictors of Elementary Mathematics Achievement
Quelle	In: Journal of Educational Psychology, 114 (2022) 7, S.1589-1607 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Allison S.) ORCID (Rutherford, Teomara) ORCID (Karamarkovich, Sarah M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000772
Schlagwörter	Numeracy; Cognitive Ability; Learning Motivation; Mathematics Achievement; Prediction; Elementary School Students; Grade 4; Grade 5; Scores; Comparative Analysis; Mathematics Tests; Grade 3; Intervention; Mathematics Instruction; Spatial Ability; Executive Function; Visual Perception; State Standards; California + Suchen Sie Ihr Suchwort? Rechenkompetenz; Denkfähigkeit; Motivation for studies; Lernmotivation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vorhersage; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 03; 3. Schuljahr; Schuljahr 03; Mathematics lessons; Mathematikunterricht; Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Kalifornien
Abstract	Cognitive, numeracy, and motivational factors have been implicated in math achievement. However, few studies have investigated these factors simultaneously and in middle childhood, limiting our understanding of the relative contributions of these factors during an important developmental period. The current study investigated how one numeracy, four cognitive, and three motivational factors predicted math performance in 525 third, 771 fourth, and 465 fifth grade students, and whether these relations changed by grade and the type of math measured. Participants completed the California Standards Test (CST; Educational Testing Service, 2014) in Spring 2012 and Spring 2013 to assess math performance, and a battery of numeracy, cognitive, and motivational measures in Spring 2013. Separate multilevel regressions predicting 2013 CST performance were conducted for each grade, and z scores were used to compare the coefficients between grades. Results showed that updating and math expectancy were related to broad-level math performance for all grades. Further, numeracy and shifting were most predictive of math performance for younger grades, whereas math expectancy was most predictive for older grades across a range of math content. The results suggest that numeracy, cognitive, and motivational factors all relate to math performance when these three types of factors are considered, with numeracy, updating, shifting, and math expectancy showing the most reliable relations depending on grade. The relations between factors and math types may also have implications for interventions aiming to improve specific types of math. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01