Approaches to Learning and Hispanic Children's Math Scores: The Moderating Role of English Proficiency

Autor/inn/en	Bumgarner, Erin; Martin, Anne; Brooks-Gunn, Jeanne
Titel	Approaches to Learning and Hispanic Children's Math Scores: The Moderating Role of English Proficiency
Quelle	In: Hispanic Journal of Behavioral Sciences, 35 (2013) 2, S.241-259 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986312473580
Schlagwörter	Immigrants; Kindergarten; Second Language Learning; English Language Learners; Grade 3; Grade 1; Cognitive Style; Hispanic American Students; Academic Achievement; Scores; Correlation; Achievement Gains; Prediction; Mathematics Achievement; Language Proficiency; English (Second Language); Elementary School Students; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Zweitsprachenerwerb; School year 03; 3. Schuljahr; Schuljahr 03; School year 01; 1. Schuljahr; Schuljahr 01; Cognitive styles; Kognitiver Stil; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Korrelation; Achievement gain; Leistungssteigerung; Vorhersage; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Accumulating evidence suggests that children's approaches to learning (ATL) at kindergarten entry predict their academic achievement years later. However, the gains associated with ATL may be diminished for Hispanic immigrant children, many of whom are English language learners (ELLs). We tested whether ATL predicted math scores in a sample of first- and second-generation Hispanic immigrants drawn from the Early Childhood Longitudinal Study--Kindergarten cohort. We further tested whether English proficiency moderated this association. Separate models by study wave (kindergarten, first grade, and third grade) were run to examine whether associations among English proficiency, ATL, and math changed over time. Results indicated that ATL, measured at the previous wave, predicted math scores in first and third grade, but not kindergarten. Moreover, in third grade, ATL predicted math only for children who were proficient in English. The implications for Hispanic immigrant children are discussed. (Contains 2 tables, 1 figure, and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10