Jessica M Namkung

Biographic Data

ID5763523
NAMEJessica M Namkung
GIVEN NAMESJessica M
FAMILY NAMENamkung
SIGNATURENAMKUNG J M
AFFILIATIONSUniversity of Nebraska–Lincoln
ORCID0000-0002-1626-9085
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS16
AUTHOR COUNT11
EDITOR COUNT0
FIRST PUBLICATION YEAR2012
LATEST PUBLICATION YEAR2026
H-INDEX3

  • Cognitive and foundational predictors of prealgebra competence among students with versus without mathematics learning difficulties

    Jessica M Namkung, Peng Peng et al.ARTICLEJournal of Educational Psychology2026

  • Vulnerability to Achievement Stressors

    Open AccessJessica M Namkung, Lynn S FuchsARTICLEJournal of Learning Disabilities2025

    In this article, we introduce the term vulnerability to achievement stressors , which refers to differentially low achievement when shifts in the educational environment “stress” or threaten the capacity of an individual or a group of individuals to make academic progress. We also introduce a methodological framework for assessing vulnerability to achievement stressors. Vulnerability to achievement stressors in students with learning disabilities…

  • The factor structure of mathematics anxiety and its relation to gender and mathematics performance

    Open AccessJessica M Namkung, J Marc Goodrich et al.ARTICLEPsychology in the Schools2023

    Mathematics anxiety (MA) refers to negative cognition and negative affect that interfere with mathematics performance. We examined the dimensionality of MA, measurement invariance across males and females, and whether the strength of relations between MA and mathematics performance varies by dimension and gender among 245 sixth‐grade students. Students were assessed on MA, arithmetic fluency, and on‐grade‐level computation skills. The confirmator…

  • Impacts of the Covid-19 Pandemic on Elementary School Teachers’ Practices and Perceptions Across the Spring and Fall 2020 Semesters

    Open AccessJ Marc Goodrich, Michael Hebert et al.ARTICLEFrontiers in Education2022

    Following the closure of schools in the spring 2020 semester due to the COVID-19 pandemic, we developed two surveys to understand how the pandemic affected elementary education in the U.S. First, we distributed a survey at the end of the spring 2020 semester to understand how school closures impacted delivery of instruction. Second, we conducted a follow up survey in November 2020 to determine the nature of instruction provided to students when s…

  • Impacts of the Covid-19 Pandemic on Student Learning and Opportunity Gaps Across the 2020–2021 School Year

    Open AccessJessica M Namkung, J Marc Goodrich et al.ARTICLEFrontiers in Education2022

    Although many school districts made efforts to provide instruction during the COVID-19 pandemic (including in-person, remote, and blended/hybrid options the length of instruction time and delivery models have varied from district to district. This disruption in education has been projected to result in a significant learning loss, which may be particularly profound for students from disadvantaged backgrounds, leading to widening opportunity gaps.…

  • The Effects of Algebraic Equation Solving Intervention for Students With Mathematics Learning Difficulties

    Open AccessJessica M Namkung, Nicole BrickoARTICLEJournal of Learning Disabilities2021

    The purpose of this study was to examine the effects of algebraic equation solving intervention for sixth graders with mathematics learning difficulties (MD). A total of 48 students with MD were randomly assigned to either the algebraic equation solving intervention, Mystery Math ( n = 24) or control condition ( n = 24). The multicomponent intervention was based on the principles of explicit instruction and focused on improving conceptual and pro…

  • Examining the mutual relations between language and mathematics

    Peng, Peng Peng et al.ARTICLEPsychological Bulletin2020Cited by: 3

    42, 95% CI [.40, .44]. Moderation and partial correlation analyses revealed the following: (a) more complicated language and mathematics skills were associated with stronger relations between language and mathematics; after partialing out working memory and intelligence, rapid automatized naming showed the strongest relation to numerical knowledge; (b) the relation between language and mathematics was stronger among native language speakers than …

  • The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students

    Open AccessJessica M Namkung, Peng Peng et al.ARTICLEReview of Educational Research2019

    The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on student grades, and working memory. A meta-analysis of 131 studies with 478 effect sizes was conducted.…

  • Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners

    Open AccessJ Marc Goodrich, Jessica M NamkungARTICLEEarly Childhood Research Quarterly2019Cited by: 4References: 5

  • A meta-analysis of mathematics and working memory

    Open AccessPeng Peng, Jessica Namkung et al.ARTICLEJournal of Educational Psychology2016

  • Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge

    Lynn S Fuchs, Donald L Compton et al.ARTICLEDevelopmental Psychology2012Cited by: 9References: 5

    The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd …