Longitudinal Associations between Spontaneous Number Focusing Tendencies, Numerical Abilities, and Mathematics Achievement in 4- to 7-Year-Olds

Autor/inn/en	Rathé, Sanne; Torbeyns, Joke; De Smedt, Bert; Verschaffel, Lieven
Titel	Longitudinal Associations between Spontaneous Number Focusing Tendencies, Numerical Abilities, and Mathematics Achievement in 4- to 7-Year-Olds
Quelle	In: Journal of Educational Psychology, 114 (2022) 1, S.37-55 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rathé, Sanne) ORCID (Torbeyns, Joke) ORCID (De Smedt, Bert) ORCID (Verschaffel, Lieven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000665
Schlagwörter	Numeracy; Mathematics Achievement; Mathematics Skills; Grade 1; Kindergarten; Preschool Education; Foreign Countries; Elementary School Students; Parent Background; Educational Attainment; Attention; Numbers; Belgium + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; School year 01; 1. Schuljahr; Schuljahr 01; Pre-school education; Vorschulerziehung; Ausland; Elternhaus; Bildungsabschluss; Bildungsgut; Aufmerksamkeit; Zahlenraum; Belgien
Abstract	This longitudinal cross-lagged panel study investigated the development of the structure of young children's spontaneous number focusing tendencies and their longitudinal associations with numerical abilities and mathematics achievement over the course of a 3-year period, that is, in the second and third year of kindergarten and in first grade of primary school in Flanders (Belgium). Participants included 177 children (50% boys) with a mean age of 4.35 years at the start of the study. Each school year, children completed measures of their spontaneous focusing on Arabic number symbols (SFONS), spontaneous focusing on numerosity (SFON), numerical abilities, and mathematics achievement. Confirmatory factor analyses demonstrated that SFONS and SFON were two separate, yet related, constructs across development. Cross-lagged panel models revealed that SFONS and SFON were moderately and differentially related to numerical abilities and mathematics achievement across development. Theoretical, methodological, and educational implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01