The Roles of Initial Mathematics, Reading, and Cognitive Skills in Subsequent Mathematics Performance: A Meta-Analytic Structural Equation Modeling Approach

Autor/inn/en	Lin, Xin; Powell, Sarah R.
Titel	The Roles of Initial Mathematics, Reading, and Cognitive Skills in Subsequent Mathematics Performance: A Meta-Analytic Structural Equation Modeling Approach
Quelle	In: Review of Educational Research, 92 (2022) 2, S.288-325 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543211054576
Schlagwörter	Mathematics Skills; Reading Skills; Cognitive Ability; Mathematics Achievement; Short Term Memory; Age Differences; Attention; Self Management; Predictor Variables; Time; Foreign Countries; Preschool Education; Elementary Secondary Education; North America; Europe; Asia; Africa + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Denkfähigkeit; Mathmatics sikills; Mathematical ability; Kurzzeitgedächtnis; Age; Difference; Age difference; Altersunterschied; Aufmerksamkeit; Selbstmanagement; Prädiktor; Zeit; Ausland; Pre-school education; Vorschulerziehung; Nordamerika; Europa; Asien; Afrika
Abstract	In the present meta-analysis, we systematically investigated the relative contributions of students' initial mathematics, reading, and cognitive skills on subsequent mathematics performance measured at least 3 months later. With one-stage meta-analytic structural equation modeling, we conducted analyses based on 580,437 students from 265 independent samples and 250 studies. Findings suggested fluency in both mathematics and reading, as well as working memory, yielded greater impacts on subsequent mathematics performance. Age emerged as a significant moderator in the model, such that the effects of comprehensive mathematics and working memory on subsequent mathematics increased with age, whereas attention and self-regulation's impacts declined with age. Time lag between assessments also emerged as a significant moderator, such that the effects of word-problem solving and word recognition accuracy decreased as the time lag increased, whereas vocabulary, attention, and self-regulation's effects increased as the time lag increased. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01