Maria Chiara Passolunghi
Datos Biográficos
| ID | 2746251 |
|---|---|
| NOMBRE | Maria Chiara Passolunghi |
| NOMBRES | Maria Chiara |
| APELLIDO | Passolunghi |
| FIRMA | PASSOLUNGHI M C |
| AFILIACIONES | University of Trieste |
| ORCID | 0000-0001-6713-866X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAS | 7 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2012 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Creative potential as a bridge between mathematics and the real-life
Word problem-solving is a critical yet challenging mathematical skill for primary school children. This study examined the role of domain-general and mathematical creative potential in word problem-solving while accounting for fluid intelligence, problem representation, and computation skills. Additionally, it explored whether creative potential’s influence varied across problem types. A total of 310 fourth and fifth graders were assessed on doma…
Self-Regulated Learning and Affective-Motivational Factors at the Beginning of University Studies
Self-regulated learning and affective-motivational factors are increasingly recognized as key determinants of academic success but remain understudied in university students with specific learning difficulties (SLDs). The aim of the present study was to compare how students with and without SLDs differ across these factors and to test whether group differences vary as a function of time since enrollment in a sample of 392 university students. Res…
University Students With Specific Learning Disabilities
Understanding the role of individual factors associated with positive academic outcomes is fundamental to providing effective support for students with specific learning disabilities (SLDs) throughout their academic careers. The present study aimed to investigate group differences between students with and without SLDs and to examine the relationships between study-related factors, social, emotional, and behavioral (SEB) skills, and student outco…
Comparing cognitive and emotional-motivational interventions to enhance word problem-solving skills in primary school
Despite increasing evidence of the impact of emotional-motivational (EM) factors on word problem-solving performance, most research has primarily examined the effectiveness of intensive cognitive-based interventions to enhance this skill. This study aimed to compare the effects of two novel, nonintensive word problem-solving interventions on typically developing third to fifth graders. The first targets the cognitive components (CCs) of problem-s…
Attentional bias and math avoidance
Stimuli perceived as threatening subtly influence how individuals orient their attention, a phenomenon labelled as attentional bias. According to literature, individuals with negatives attitudes toward math would exhibit attentional bias when presented with math-related stimuli. However, attentional bias and its relationships with math anxiety, math self-efficacy, and math skills are understudied, particularly when considering developmental sampl…
Longitudinal relationships between visuospatial working memory, verbal counting and number line knowledge in preschoolers
The interplay between pointing gestures and executive functions in early numeracy development
The role of fingers in early numerical learning has been extensively investigated, primarily focusing on how children use their fingers to represent quantities while solving arithmetic problems. However, less attention has been paid to the use of pointing gestures (i.e., the strategy of using fingers to mark or point to elements within a set during counting) among preschoolers, evaluating its interplay with domain-general cognitive precursors and…
Improving math self-efficacy and math self-concept in middle school
Math self-competence beliefs, namely, math self-efficacy and math self-concept, are crucial factors in sustaining math learning. Since there is a lack of literature on interventions targeting math self-competence beliefs in middle school students, the aim of this systematic review is to provide a narrative synthesis of the characteristics of interventions focusing on math self-efficacy and math self-concept in middle school students, and to descr…
The relationship between executive functions and early numerical skills
Numerical abilities are crucial in numerate societies, which is why it is important to observe their development early in childhood. The aim of the present study was to investigate the interplay between domain-general (i.e., executive functions) and domain-specific precursors in predicting the development of cardinality understanding in early preschool. In this context, we also examined children’s finger use in pointing and touching behaviors, an…
National disparities favoring males are reflected in girls’ implicit associations about gender and academic subjects
Based on data for N = 2,756 children (1,410 girls; M age = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math…
I can do math!”
INTRODUCTION: Self-regulated learning (SRL) interventions have been widely recognized for their potential to enhance students' academic achievement; however, their effects on math-related motivational constructs remain less explored. This study investigated the impact of an SRL intervention on multiple math-related motivational factors (math perseverance, math self-efficacy, math utility value, STEM vocational interest and theory of intelligence)…
The interplay between ego-resiliency, math anxiety and working memory in math achievement
Previous research has suggested that math anxiety may contribute to poor math performance by interfering with working memory. However, only a limited number of studies investigated the mediating role of working memory in the math anxiety-math performance link in school-aged children. Unlike math anxiety, ego-resiliency is a personality resource that promotes the management of challenges and has been positively associated with math performance and…
Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities
Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships betwee…
The impact of math anxiety and self-efficacy in middle school STEM choices
IntroductionIn today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in …
The relationship betweens math anxiety and arithmetic reasoning
The complex interplay between cognitive and emotional factors at the base of maths achievement started to be evaluated and quantified in the last few years. Only a few studies, anyway, examine at the same time, the role of working memory (visuospatial and verbal subsystem) and maths anxiety together with self-competence, on maths attainment. To investigate the specific link between these three factors, in a large developmental sample, we enrol 33…
Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance
Various studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results showed that math performance was negatively correlated with math anxiety and positively correlated with ma…
The contributions of working memory domains and processes to early mathematical knowledge between preschool and first grade
Working Memory (WM) plays a crucial role in supporting children’s mathematical learning. However, there is no consensus on the relative contributions of different WM domains (i.e., verbal, visuo-spatial, and numerical–verbal) and processes (i.e., low-control and high-control) to mathematical performance, specifically before and after the onset of formal education. This cross-sectional study examined the relations between WM domains and processes …
Is it a Small World After All? Investigating the Theoretical Structure of Working Memory Cross-Nationally
To our knowledge, this is one of the first studies to test different theoretical models of working memory in childhood based on a computerized assessment. We tested this across several countries: Argentina, Brazil, Canada, Italy, and uk . The present study addressed the wider macro-cultural context and how this impacts working memory. We used two economic indices ( gdp and ppp ) to characterize the participating countries and ranked the countries…
Maths anxiety in primary and secondary school students
The contribution of general cognitive abilities and approximate number system to early mathematics
BackgroundMath learning is a complex process that entails a wide range of cognitive abilities to be fulfilled. There is sufficient evidence that both general and specific cognitive skills assume a fundamental role, despite the absence of shared consensus about the relative extent of their involvement. Moreover, regarding general abilities, there is no agreement about the recruitment of the different memory components or of intelligence. In relati…
Domain-specific and domain-general precursors of mathematical achievement
Background. Many contributing factors, both domain specific and domain general, influence children's performance in school achievement.Aims. This research aims to verify the importance of kindergarten measures of cognitive abilities and numerical competence in the role of predicting mathematical school achievement at the end of first grade.Sample and Methods. A total of 70 children (38 females and 32 males) took part in the study. We tested the c…
Domain-specific and domain-general precursors of mathematical achievement
Background. Many contributing factors, both domain specific and domain general, influence children's performance in school achievement.Aims. This research aims to verify the importance of kindergarten measures of cognitive abilities and numerical competence in the role of predicting mathematical school achievement at the end of first grade.Sample and Methods. A total of 70 children (38 females and 32 males) took part in the study. We tested the c…
The contribution of general cognitive abilities and approximate number system to early mathematics
BackgroundMath learning is a complex process that entails a wide range of cognitive abilities to be fulfilled. There is sufficient evidence that both general and specific cognitive skills assume a fundamental role, despite the absence of shared consensus about the relative extent of their involvement. Moreover, regarding general abilities, there is no agreement about the recruitment of the different memory components or of intelligence. In relati…
The impact of math anxiety and self-efficacy in middle school STEM choices
IntroductionIn today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in …
Domain-specific and domain-general precursors of mathematical achievement
Background. Many contributing factors, both domain specific and domain general, influence children's performance in school achievement.Aims. This research aims to verify the importance of kindergarten measures of cognitive abilities and numerical competence in the role of predicting mathematical school achievement at the end of first grade.Sample and Methods. A total of 70 children (38 females and 32 males) took part in the study. We tested the c…
The contribution of general cognitive abilities and approximate number system to early mathematics
BackgroundMath learning is a complex process that entails a wide range of cognitive abilities to be fulfilled. There is sufficient evidence that both general and specific cognitive skills assume a fundamental role, despite the absence of shared consensus about the relative extent of their involvement. Moreover, regarding general abilities, there is no agreement about the recruitment of the different memory components or of intelligence. In relati…
Maths anxiety in primary and secondary school students
Is it a Small World After All? Investigating the Theoretical Structure of Working Memory Cross-Nationally
To our knowledge, this is one of the first studies to test different theoretical models of working memory in childhood based on a computerized assessment. We tested this across several countries: Argentina, Brazil, Canada, Italy, and uk . The present study addressed the wider macro-cultural context and how this impacts working memory. We used two economic indices ( gdp and ppp ) to characterize the participating countries and ranked the countries…
The contributions of working memory domains and processes to early mathematical knowledge between preschool and first grade
Working Memory (WM) plays a crucial role in supporting children’s mathematical learning. However, there is no consensus on the relative contributions of different WM domains (i.e., verbal, visuo-spatial, and numerical–verbal) and processes (i.e., low-control and high-control) to mathematical performance, specifically before and after the onset of formal education. This cross-sectional study examined the relations between WM domains and processes …
The relationship betweens math anxiety and arithmetic reasoning
The complex interplay between cognitive and emotional factors at the base of maths achievement started to be evaluated and quantified in the last few years. Only a few studies, anyway, examine at the same time, the role of working memory (visuospatial and verbal subsystem) and maths anxiety together with self-competence, on maths attainment. To investigate the specific link between these three factors, in a large developmental sample, we enrol 33…
Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance
Various studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results showed that math performance was negatively correlated with math anxiety and positively correlated with ma…
The interplay between ego-resiliency, math anxiety and working memory in math achievement
Previous research has suggested that math anxiety may contribute to poor math performance by interfering with working memory. However, only a limited number of studies investigated the mediating role of working memory in the math anxiety-math performance link in school-aged children. Unlike math anxiety, ego-resiliency is a personality resource that promotes the management of challenges and has been positively associated with math performance and…
Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities
Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships betwee…
The impact of math anxiety and self-efficacy in middle school STEM choices
IntroductionIn today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in …
Attentional bias and math avoidance
Stimuli perceived as threatening subtly influence how individuals orient their attention, a phenomenon labelled as attentional bias. According to literature, individuals with negatives attitudes toward math would exhibit attentional bias when presented with math-related stimuli. However, attentional bias and its relationships with math anxiety, math self-efficacy, and math skills are understudied, particularly when considering developmental sampl…
Longitudinal relationships between visuospatial working memory, verbal counting and number line knowledge in preschoolers
The interplay between pointing gestures and executive functions in early numeracy development
The role of fingers in early numerical learning has been extensively investigated, primarily focusing on how children use their fingers to represent quantities while solving arithmetic problems. However, less attention has been paid to the use of pointing gestures (i.e., the strategy of using fingers to mark or point to elements within a set during counting) among preschoolers, evaluating its interplay with domain-general cognitive precursors and…
Improving math self-efficacy and math self-concept in middle school
Math self-competence beliefs, namely, math self-efficacy and math self-concept, are crucial factors in sustaining math learning. Since there is a lack of literature on interventions targeting math self-competence beliefs in middle school students, the aim of this systematic review is to provide a narrative synthesis of the characteristics of interventions focusing on math self-efficacy and math self-concept in middle school students, and to descr…
The relationship between executive functions and early numerical skills
Numerical abilities are crucial in numerate societies, which is why it is important to observe their development early in childhood. The aim of the present study was to investigate the interplay between domain-general (i.e., executive functions) and domain-specific precursors in predicting the development of cardinality understanding in early preschool. In this context, we also examined children’s finger use in pointing and touching behaviors, an…
National disparities favoring males are reflected in girls’ implicit associations about gender and academic subjects
Based on data for N = 2,756 children (1,410 girls; M age = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math…
I can do math!”
INTRODUCTION: Self-regulated learning (SRL) interventions have been widely recognized for their potential to enhance students' academic achievement; however, their effects on math-related motivational constructs remain less explored. This study investigated the impact of an SRL intervention on multiple math-related motivational factors (math perseverance, math self-efficacy, math utility value, STEM vocational interest and theory of intelligence)…
Creative potential as a bridge between mathematics and the real-life
Word problem-solving is a critical yet challenging mathematical skill for primary school children. This study examined the role of domain-general and mathematical creative potential in word problem-solving while accounting for fluid intelligence, problem representation, and computation skills. Additionally, it explored whether creative potential’s influence varied across problem types. A total of 310 fourth and fifth graders were assessed on doma…
Self-Regulated Learning and Affective-Motivational Factors at the Beginning of University Studies
Self-regulated learning and affective-motivational factors are increasingly recognized as key determinants of academic success but remain understudied in university students with specific learning difficulties (SLDs). The aim of the present study was to compare how students with and without SLDs differ across these factors and to test whether group differences vary as a function of time since enrollment in a sample of 392 university students. Res…
University Students With Specific Learning Disabilities
Understanding the role of individual factors associated with positive academic outcomes is fundamental to providing effective support for students with specific learning disabilities (SLDs) throughout their academic careers. The present study aimed to investigate group differences between students with and without SLDs and to examine the relationships between study-related factors, social, emotional, and behavioral (SEB) skills, and student outco…
Comparing cognitive and emotional-motivational interventions to enhance word problem-solving skills in primary school
Despite increasing evidence of the impact of emotional-motivational (EM) factors on word problem-solving performance, most research has primarily examined the effectiveness of intensive cognitive-based interventions to enhance this skill. This study aimed to compare the effects of two novel, nonintensive word problem-solving interventions on typically developing third to fifth graders. The first targets the cognitive components (CCs) of problem-s…
Psychology (15 obras) · Developmental psychology (14 obras) · Education, Achievement, and Giftedness (12 obras) · Cognition (10 obras) · Cognitive and developmental aspects of mathematical skills (10 obras) · Anxiety (8 obras) · Working memory (8 obras) · Cognitive psychology (7 obras) · Social Psychology (7 obras) · Grit, Self-Efficacy, and Motivation (6 obras)