Mary K Hoard
Biographic Data
| ID | 2777802 |
|---|---|
| NAME | Mary K Hoard |
| GIVEN NAMES | Mary K |
| FAMILY NAME | Hoard |
| SIGNATURE | HOARD M K |
| AFFILIATIONS | University of Missouri |
| ORCID | 0000-0001-9475-4257 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Sex differences in developmental pathways to mathematical competence
grade mathematical competence was influenced by a combination of general cognitive ability, spatial abilities, and in-class attention. General cognitive ability was important for both sexes but the spatial pathway to mathematical competence was relatively more important for boys and the in-class attention pathway for girls
Sex differences and similarities in relations between mathematics achievement, attitudes, and anxiety
There are consistent correlations between mathematics achievement, attitudes, and anxiety, but the longitudinal relations among these constructs are not well understood nor are sex differences in these relations. To address this gap, mathematics achievement, attitudes, and anxiety were longitudinally assessed for 342 (169 boys) adolescents from 7th to 9th grade, inclusive, and Latent Growth Curve Models were used to assess the relations among the…
Boys’ advantage in solving algebra word problems is mediated by spatial abilities and mathematics anxiety
Adolescents' ( n = 342, 169 boys) general algebra and algebra word problems performance were assessed in 9th grade as were intelligence, academic achievement, working memory, and spatial abilities in prior grades. The adolescents reported on their academic attitudes and anxiety and their teachers reported on their in-class attentive behavior in 7th to 9th grade. There were no sex differences on the general algebra measure or for mathematics achie…
In-class attention, spatial ability, and mathematics anxiety predict across-grade gains in adolescents’ mathematics achievement
Identifying meaningful cognitive and non-cognitive predictors of mathematical competence is critical for developing targeted interventions for students struggling with mathematics. Here, 317 students' short-term verbal memory, verbal and visuospatial working memory, complex spatial abilities, intelligence, and mathematics attitudes and anxiety were assessed, and their teachers reported on their attentive-behavior in seventh-grade mathematics clas…
Estrogens and relationship jealousy
Estrogens and relationship jealousy
In-class attention, spatial ability, and mathematics anxiety predict across-grade gains in adolescents’ mathematics achievement
Identifying meaningful cognitive and non-cognitive predictors of mathematical competence is critical for developing targeted interventions for students struggling with mathematics. Here, 317 students' short-term verbal memory, verbal and visuospatial working memory, complex spatial abilities, intelligence, and mathematics attitudes and anxiety were assessed, and their teachers reported on their attentive-behavior in seventh-grade mathematics clas…
Sex differences in developmental pathways to mathematical competence
grade mathematical competence was influenced by a combination of general cognitive ability, spatial abilities, and in-class attention. General cognitive ability was important for both sexes but the spatial pathway to mathematical competence was relatively more important for boys and the in-class attention pathway for girls
Sex differences and similarities in relations between mathematics achievement, attitudes, and anxiety
There are consistent correlations between mathematics achievement, attitudes, and anxiety, but the longitudinal relations among these constructs are not well understood nor are sex differences in these relations. To address this gap, mathematics achievement, attitudes, and anxiety were longitudinally assessed for 342 (169 boys) adolescents from 7th to 9th grade, inclusive, and Latent Growth Curve Models were used to assess the relations among the…
Boys’ advantage in solving algebra word problems is mediated by spatial abilities and mathematics anxiety
Adolescents' ( n = 342, 169 boys) general algebra and algebra word problems performance were assessed in 9th grade as were intelligence, academic achievement, working memory, and spatial abilities in prior grades. The adolescents reported on their academic attitudes and anxiety and their teachers reported on their in-class attentive behavior in 7th to 9th grade. There were no sex differences on the general algebra measure or for mathematics achie…
Developmental psychology (5 works) · Psychology (5 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Mathematics education (4 works) · Academic achievement (3 works) · Anxiety (3 works) · Mathematical anxiety (3 works) · Mathematics (3 works) · Social Psychology (3 works) · Cognition (2 works)