Contributions of Motivation, Early Numeracy Skills, and Executive Functioning to Mathematical Performance. A Longitudinal Study
Impact
Scholar |
Other documents of the author: Mercader, Jessica; Miranda Casas, Ana; Presentación, M. Jesús; Siegenthaler, Rebeca; Rosel, Jesús F.
Metadata
Show full item recordcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
comunitat-uji-handle4:
INVESTIGACIONMetadata
Title
Contributions of Motivation, Early Numeracy Skills, and Executive Functioning to Mathematical Performance. A Longitudinal StudyAuthor (s)
Date
2018-01-15Publisher
Frontiers MediaBibliographic citation
MERCADER RUIZ, Jessica; MIRANDA CASAS, Ana; PRESENTACIÓN HERRERO, María Jesús; SIEGENTHALER, Rebeca; ROSEL REMÍREZ, Jesús. Contributions of Motivation, Early Numeracy Skills, and Executive Functioning to Mathematical Performance. A Longitudinal Study. Frontiers in Psychology (2018), v. 8Type
info:eu-repo/semantics/articlePublisher version
Frontiers in Psychology (2018), v. 8Version
info:eu-repo/semantics/publishedVersionSubject
Abstract
The main goal of this longitudinal study is to examine the power of different variables and
its dynamic interactions in predicting mathematical performance. The model proposed
in this study includes indicators of ... [+]
The main goal of this longitudinal study is to examine the power of different variables and
its dynamic interactions in predicting mathematical performance. The model proposed
in this study includes indicators of motivational constructs (learning motivation and
attributions), executive functioning (inhibition and working memory), and early numeracy
skills (logical operations, counting, and magnitude comparison abilities), assessed during
kindergarten, and mathematical performance in the second year of Primary Education.
The sample consisted of 180 subjects assessed in two moments (5–6 and 7–8 years
old). The results showed an indirect effect of initial motivation on later mathematical
performance. Executive functioning and early numeracy skills mediated the effect of
motivation on later mathematic achievement. Practical implications of these findings for
mathematics education are discussed. [-]
Rights
info:eu-repo/semantics/openAccess
This item appears in the folowing collection(s)
- PSI_Articles [589]
The following license files are associated with this item: