Construct Confounding among Predictors of Mathematics Achievement

Autor/inn/en	Schenke, Katerina; Rutherford, Teomara; Lam, Arena C.; Bailey, Drew H.
Titel	Construct Confounding among Predictors of Mathematics Achievement
Quelle	In: AERA Open, 2 (2016) 2, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Mathematics Achievement; Predictor Variables; Mathematics Skills; Elementary School Students; Grade 3; Grade 4; Short Term Memory; Learning Motivation; Standardized Tests; Mathematics Tests; Language Arts; Construct Validity; Correlation; Difficulty Level; Bias + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; Mathematics ability; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Kurzzeitgedächtnis; Motivation for studies; Lernmotivation; Standadised tests; Standardisierter Test; Sprachkultur; Korrelation; Schwierigkeitsgrad
Abstract	Identifying which early mathematics skills have the largest effects on later mathematics achievement has important implications. However, regression-based estimates often rely on untested assumptions: (a) Scores on different mathematics skills reflect unique constructs, and (b) other factors affecting early and later mathematics achievement are fully controlled. We illustrate a process to test these assumptions with a sample of third and fourth graders who completed measures of mathematics skills, working memory and motivation, and standardized mathematics and English language arts tests. Factor analyses indicated that mathematics skills largely reflect the same underlying construct. The skills that loaded highest on the general factor most predicted both later mathematics and English language arts, even after adjusting for working memory and motivation. Findings suggest that relations between earlier mathematics and later achievement largely reflected more general factors that contribute to children's learning. We discuss the importance of establishing construct validity in correlational studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01