Developmental predictors of mathematics achievement at the end of Year 1
Bibliographic Data
| ID | 14826331 |
|---|---|
| Authors | Sara Martins (0000-0003-2802-2706, University of Minho, corresponding author), Carolina A Araújo (0000-0001-8910-951X, University of Minho), Marisa Fonseca (0000-0001-9865-9126, Agrupamento de Escolas Nuno Álvares), Joana Baptista (0000-0002-7581-3909, Iscte – Instituto Universitário de Lisboa), Carla Martins (0000-0002-5458-4289, University of Minho) |
| Year | 2024 |
| Volume | 41 |
| Issue | 2 |
| Pages | 177-190 |
| Publication date | 2024-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Análise Psicológica (JOURNAL) |
| Journal identifiers | ISSN: 0870-8231 • E-ISSN: 1646-6020 |
| Publisher | ISPA - Instituto Universitario (PUBLISHER) |
| DOI | 10.14417/ap.2037 |
| OpenAlex | W4391449479 |
| Language | EN |
| References cited | 36 |
This study examined the predictive role of child cognitive, social, emotional, and behavioural dimensions assessed at the age of 41⁄2, as well as of the traditional variables related to academic school readiness before the entry to primary school, on mathematics achievement at the end of Year 1. A sample of 58 Portuguese children and their parents participated in this longitudinal study. Initial correlations indicated significant associations between child intelligence quotient (IQ), inhibitory control, set-shifting, dysregulation profile, academic school readiness, and their subsequent performance in mathematics. A hierarchical regression analysis showed that inhibitory control at 41⁄2 years significantly predicted mathematics achievement at the end of Year 1 over and above the effect of academic school readiness before entering primary school. These results add to the existing literature by highlighting the impact of child executive functioning assessed during the preschool years on subsequent mathematics performance in early school years
Mathematics education · Education Systems and Policy · Mathematics · Psychology
Preschool Program Improves Cognitive Control
Executive Functioning and Mathematics Achievement
Intelligence and educational achievement
Executive Functioning as a Predictor of Children's Mathematics Ability
Scaling of Theory-of-Mind Tasks
Predicting Children's Competence in the Early School Years
The role of emotion regulation in children's early academic success
Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten
Teacher-Child Relationships and Children's Success in the First Years of School
The Relationship Between Executive Functions and Academic Performance in Primary Education
Prediction of children's academic competence from their effortful control, relationships, and classroom participation.
Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school
The Contribution of Executive Functions to Emergent Mathematic Skills in Preschool Children
Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old
Hot and Cool Executive Function in Childhood and Adolescence
Contemporaneous and Longitudinal Associations Between Social Behavior and Literacy Achievement in a Sample of Low-Income Elementary School Children
Preschool Emotional Competence
Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers
The Dimensional Change Card Sort (DCCS)
Direct and indirect influences of executive functions on mathematics achievement
Executive functions are important for academic achievement, but emotional intelligence too
Validation of the Lollipop Test
The importance of mathematics and statistics support in English universities
An Ecological Perspective on the Transition to Kindergarten
Early Social-Emotional Functioning and Public Health
Executive function skills and academic achievement gains in prekindergarten
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
Preschool executive functioning abilities predict early mathematics achievement
School readiness and later achievement
Longitudinal associations between depressive problems, academic performance, and social functioning in adolescent boys and girls
Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities
Cognitive predictors of achievement growth in mathematics
School readiness
Early School Adjustment and Educational Attainment
| Citation velocity | historical |
|---|---|
| Highly cited | No |