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Showing 1 to 15 of 29 results Save | Export
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Geer, Elyssa A.; Quinn, Jamie M.; Ganley, Colleen M. – Developmental Psychology, 2019
Previous research has demonstrated a link between spatial and math skills. However, little research has examined this relation longitudinally. The present study examines the development of and reciprocal relations between spatial and math skills in elementary school students. We administered two spatial tasks and a math task to 312 first- through…
Descriptors: Correlation, Spatial Ability, Mathematics Achievement, Elementary School Students
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Todhunter-Reid, Abigail – Arts Education Policy Review, 2019
The aim of this study was to estimate the within-child associations of in-school arts education and achievement in reading and mathematics, using four waves of data (kindergarten, 1st-grade, 3rd-grade, and 5th-grade) from the Early Childhood Longitudinal Study. Fixed effects techniques were applied to adjust for the confounding effects of all…
Descriptors: Art, Art Education, Academic Achievement, Kindergarten
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Lepola, Janne; Hannula-Sormunen, Minna – Educational Studies in Mathematics, 2019
In this 3-year longitudinal study, we examined the interplay of children's motivational orientations, spontaneous focusing on numerosity (SFON) and number sequence and arithmetical skills from kindergarten (at age 6) to grade 1 (at age 7). We also examined the direct and indirect contributions of motivation and SFON to the acquisition of…
Descriptors: Arithmetic, Correlation, Predictor Variables, Mathematics Achievement
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Kiss, Allyson J.; Nelson, Gena; Christ, Theodore J. – Learning Disability Quarterly, 2019
Despite the vast research on the early predictors of mathematics achievement, little research has investigated the predictors of various domains of mathematics (e.g., geometry, statistics). The purpose of the present study was to examine the predictive relation between first-grade early numeracy and computation skills and third-grade mathematics…
Descriptors: Grade 3, Elementary School Mathematics, Mathematics Achievement, Numeracy
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Desoete, Annemie; Baten, Elke; Vercaemst, Vera; De Busschere, Ann; Baudonck, Myriam; Vanhaeke, Jennis – ZDM: The International Journal on Mathematics Education, 2019
In this paper, we investigate the role of metacognitive postdiction skills, intrinsic motivation and prior proficiency in mathematics as Propensity factors within the opportunity-propensity (O-P) model of learning. We tested Belgian children from Grade 1 till 6 in January and June. The study revealed overlapping yet different predictors for…
Descriptors: Foreign Countries, Elementary School Students, Mathematics Achievement, Prior Learning
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Usai, Maria Carmen; Viterbori, Paola; Traverso, Laura – Journal of Research in Childhood Education, 2018
This longitudinal study aimed to identify specific executive function (EF) profiles in 5-year-old children and to examine the association between these profiles and later math achievement. Six EF measures were administered to 175 children who were then tested in Grades 1 and 3 on math tasks. Using a cluster analysis, four EF profiles were…
Descriptors: Executive Function, Mathematics Instruction, Grade 1, Grade 3
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Wong, Terry Tin-Yau; Ho, Connie Suk-Han – Journal of Educational Psychology, 2017
Arithmetic word-problem solving is an important component of elementary mathematics curricula that links school mathematics to real-life problem solving. The present 3-year longitudinal study examined children's arithmetic word-problem solving through understanding its 2 component processes: number-sentence construction and computation. Chinese…
Descriptors: Arithmetic, Word Problems (Mathematics), Problem Solving, Correlation
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Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R.; Vitaro, Frank; Tremblay, Richard E. – Child Development, 2016
This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities.…
Descriptors: Motivation, Elementary School Students, Grade 1, Grade 2
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Shanley, Lina – Educational Researcher, 2016
Accurately measuring and modeling academic achievement growth is critical to support educational policy and practice. Using a nationally representative longitudinal data set, this study compared various models of mathematics achievement growth on the basis of both practical utility and optimal statistical fit and explored relationships within and…
Descriptors: Mathematics Achievement, Achievement Gains, Longitudinal Studies, Academic Achievement
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Watts, Tyler W.; Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine; Bailey, Drew H. – Journal of Research on Educational Effectiveness, 2017
Early educational intervention effects typically fade in the years following treatment, and few studies have investigated why achievement impacts diminish over time. The current study tested the effects of a preschool mathematics intervention on two aspects of children's mathematical development. We tested for separate effects of the intervention…
Descriptors: Mathematics Education, Program Effectiveness, Mathematics Skills, Correlation
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Puccioni, Jaime – Journal of Educational Research, 2015
The author empirically tests the conceptual model of academic socialization, which suggests that parental cognitions about schooling influence parenting practices and child outcomes during the transition to school (Taylor, Clayton, & Rowley, 2004). More specifically, the author examines associations among parents' conceptions of school…
Descriptors: Academic Achievement, Parent Attitudes, Parents, Socialization
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Palardy, Gregory J.; Peng, Luyao – Education Policy Analysis Archives, 2015
This study examines the effects of including the summer period on value-added assessments (VAA) of teacher and school performance at the early grades. The results indicate that 40-62% of the variance in VAA estimates originates from the summer period, depending on the outcome (i.e., reading or math achievement gains). Furthermore, when summer is…
Descriptors: Value Added Models, Performance Based Assessment, Teacher Effectiveness, School Effectiveness
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Aksu, Gökhan; Koruklu, Nermin – Eurasian Journal of Educational Research, 2015
Problem Statement: One of the main goals of education is to nurture individuals who know and improve themselves; who is well educated and have scientific perspective; who have developed communal coherency level; who are active, democratic and respectful to human rights. At the present time, according to an up to date mentality in mathematics…
Descriptors: Vocational High Schools, Computer Software, Mathematics Achievement, Student Attitudes
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Silinskas, Gintautas; Dietrich, Julia; Pakarinen, Eija; Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Hirvonen, Riikka; Muotka, Joona; Nurmi, Jari-Erik – International Journal of Behavioral Development, 2015
In the present study, we examined the extent to which the responses of teachers and mothers toward a particular child are similar in respect to their instructional support and affect, and whether child characteristics predict these responses. The data of 373 Finnish child-teacher-mother triads (178 girls, 195 boys) were analysed. Teachers and…
Descriptors: Foreign Countries, Elementary School Students, Elementary School Teachers, Mothers
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Kikas, Eve; Mägi, Katrin – Early Child Development and Care, 2015
This study examined transactional development of mothers' beliefs (self-efficacy, success attributions of a child's success to maternal effort) and children's academic skills. Six hundred sixty-eight children and their mothers were evaluated twice: at the beginning of the first grade and at the end of the third grade. Mothers' beliefs were…
Descriptors: Mothers, Self Efficacy, Success, Child Rearing
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