The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations

• Autores: Tyler W. Watts, Greg J. Duncan, Meichu Chen, Amy Claessens, Pamela David-Kean, Kathryn Duckworth, Mimi Engel, Robert S. Siegler, María Inés Susperreguy
• Localización: Child development, ISSN 0009-3920, Vol. 86, Nº. 6, 2015, págs. 1892-1907
• Idioma: inglés
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• Resumen

  • Despite research demonstrating a strong association between early and later mathematics achievement, few studies have investigated mediators of this association. Using longitudinal data (n = 1,362), this study tested the extent to which mathematics self-concepts, school placement, executive functioning, and proficiency in fractions and division account for the association between mathematics achievement in first grade and at age 15. As hypothesized, a strong longitudinal association between first-grade and adolescent mathematics achievement was present (β = .36) even after controlling for a host of background characteristics, including cognitive skills and reading ability. The mediators accounted for 39% of this association, with mathematics self-concept, gifted and talented placement, and knowledge of fractions and division serving as significant mediators.