Transfer Effects of Mathematical Literacy: An Integrative Longitudinal Study

Autor/inn/en	Holenstein, Mathias; Bruckmaier, Georg; Grob, Alexander
Titel	Transfer Effects of Mathematical Literacy: An Integrative Longitudinal Study
Quelle	In: European Journal of Psychology of Education, 36 (2021) 3, S.799-825 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holenstein, Mathias) ORCID (Bruckmaier, Georg) ORCID (Grob, Alexander)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-020-00491-4
Schlagwörter	Numeracy; Secondary School Students; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Academic Achievement; Computer Literacy; Scientific Literacy; Reading Comprehension; Listening Comprehension; Socioeconomic Status; Gender Differences; Predictor Variables; Grades (Scholastic); Self Concept; Logical Thinking + Suchen Sie Ihr Suchwort? Rechenkompetenz; Sekundarschüler; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Schulleistung; Computerkenntnisse; Leseverstehen; Hörverständnis; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Prädiktor; Notenspiegel; Selbstkonzept
Abstract	Mathematical literacy (ML) is considered central to the application of mathematical knowledge in everyday life and thus is found in many comparative international educational standards. However, there exists barely any evidence about predictors and outcomes of ML having a lasting effect on achievement in nonmathematical domains. We drew on a large longitudinal sample of N = 4001 secondary school students in Grades 5 to 9 and tested for effects of ML on later academic achievement. We took prior achievement in different domains (information and communication technology literacy, scientific literacy, reading comprehension, and listening comprehension), socioeconomic status, and gender into account and investigated predictive effects of math grade, mathematical self-concept, reasoning, and prior achievement on ML. Using structural equation models, we found support for the importance of integrating multiple predictors and revealed a transfer effect of ML on achievement in different school domains. The findings highlight the importance of ML for school curricula and lasting educational decisions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01