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RESEARCH PRODUCT

Contributions of Motivation, Early Numeracy Skills, and Executive Functioning to Mathematical Performance. A Longitudinal Study

Jesús RoselJessica MercaderRebeca SiegenthalerAna MirandaM. Jesús Presentación

subject

Longitudinal studyMathematical performancelcsh:BF1-990Primary educationearly numeracy skillsSample (statistics)Early numeracy skillsmathematical performanceDevelopmental psychologymotivationPsychology0501 psychology and cognitive sciencesPractical implicationsGeneral PsychologyOriginal ResearchMotivationWorking memory05 social scienceslongitudinal study050301 educationlcsh:PsychologyEarly numeracyLongitudinal studyAttributionPsychologyExecutive functioningMathematical performanceexecutive functioning0503 education050104 developmental & child psychology

description

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.

yearjournalcountryeditionlanguage
2018-01-15
10.3389/fpsyg.2017.02375http://hdl.handle.net/10234/173338