In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents' Mathematics Achievement

Autor/inn/en	Geary, David C.; Hoard, Mary K.; Nugent, Lara; Scofield, John E.
Titel	In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents' Mathematics Achievement
Quelle	In: Journal of Educational Psychology, 113 (2021) 4, S.754-769 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Geary, David C.) ORCID (Hoard, Mary K.) ORCID (Scofield, John E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000487
Schlagwörter	Mathematics Instruction; Mathematics Anxiety; Mathematics Achievement; Predictor Variables; Grade 7; Attention; Spatial Ability; Short Term Memory; Intelligence; Student Attitudes; Grade 6; Mathematics Skills; Middle School Students; Missouri; Wechsler Abbreviated Scale of Intelligence; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; School year 07; 7. Schuljahr; Schuljahr 07; Aufmerksamkeit; Räumliches Vorstellungsvermögen; Kurzzeitgedächtnis; Intelligenz; Klugheit; Schülerverhalten; School year 06; 6. Schuljahr; Schuljahr 06; Mathematics ability; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; WIAT; Eignungsprüfung; Eignungstest
Abstract	Identifying meaningful cognitive and noncognitive predictors of mathematical competence is critical for developing targeted interventions for students struggling with mathematics. Here, 317 students' short-term verbal memory, verbal and visuospatial working memory, complexspatial abilities, intelligence, and mathematics attitudes and anxiety were assessed, and their teachers reported on their attentive behavior in 7th-grade mathematics classrooms. Bayesian regression models revealed that complex spatial abilities and in-class attention were the most plausible predictors of 7th-grade mathematics, but not word reading achievement, controlling for prior mathematics achievement. These results were confirmed with multilevel models that revealed interactions between these factors and prior achievement. The largest gains were among students with strong mathematical competencies in 6th grade, and average or better in-class attention in 7th grade as well as above average spatial abilities. High mathematics anxiety was associated with lower attention and through this indirectly influenced achievement gains. These results have implications for how to best target interventions for students at risk for long-term difficulties with mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01