Spontaneous Focusing on Numerosity and Motivational Orientations as Predictors of Arithmetical Skills from Kindergarten to Grade 2

Autor/inn/en	Lepola, Janne; Hannula-Sormunen, Minna
Titel	Spontaneous Focusing on Numerosity and Motivational Orientations as Predictors of Arithmetical Skills from Kindergarten to Grade 2
Quelle	In: Educational Studies in Mathematics, 100 (2019) 3, S.251-269 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lepola, Janne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-018-9851-2
Schlagwörter	Arithmetic; Correlation; Predictor Variables; Mathematics Achievement; Longitudinal Studies; Student Motivation; Numeracy; Mathematics Skills; Kindergarten; Grade 1; Finno Ugric Languages; Path Analysis; Grade 2; Scaffolding (Teaching Technique); Teaching Methods; Teacher Student Relationship; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Korrelation; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulische Motivation; Rechenkompetenz; Mathematics ability; School year 01; 1. Schuljahr; Schuljahr 01; Pfadanalyse; School year 02; 2. Schuljahr; Schuljahr 02; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Finnland
Abstract	In this 3-year longitudinal study, we examined the interplay of children's motivational orientations, spontaneous focusing on numerosity (SFON) and number sequence and arithmetical skills from kindergarten (at age 6) to grade 1 (at age 7). We also examined the direct and indirect contributions of motivation and SFON to the acquisition of arithmetical skills from grades 1 to 2 (at age 8). The study involved 136 Finnish-speaking, typically developing children. Teacher ratings were used to assess the children's motivational orientations (i.e., task orientation, task avoidance orientation and social dependence orientation) in kindergarten and grade 1. Number sequence skills and SFON were evaluated in kindergarten, and arithmetical skills were assessed in kindergarten, grade 1 and grade 2. A theoretical model of the relationships among the variables was proposed, and the associations were analysed using path analysis. The results showed that task orientation, social dependence orientation and task avoidance orientation were each unique predictors of later arithmetical achievement. Furthermore, together with arithmetical skills in grade 1 and counting abilities in kindergarten, they helped to predict arithmetical achievement in grade 2. Motivational orientations did not explain the significant contributions of SFON to later arithmetical skills. The study suggests that both motivational orientations and SFON require attention and scaffolding in educational contexts, such as assessment and teacher-child interaction from early on. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01