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Numeracy, Cognitive, and Motivational Predictors of Elementary Mathematics Achievement.

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Title: Numeracy, Cognitive, and Motivational Predictors of Elementary Mathematics Achievement.
Authors: Liu, Allison S.1 (AUTHOR) aliu2@wpi.edu, Rutherford, Teomara2 (AUTHOR), Karamarkovich, Sarah M.3 (AUTHOR)
Source: Journal of Educational Psychology. Oct2022, Vol. 114 Issue 7, p1589-1607. 19p.
Subject Terms: *Mathematical ability, *Motivation (Psychology), *Short-term memory, Numeracy, Motivational interviewing, Executive function
Company/Entity: Educational Testing Service
Abstract: Cognitive, numeracy, and motivational factors have been implicated in math achievement. However, few studies have investigated these factors simultaneously and in middle childhood, limiting our understanding of the relative contributions of these factors during an important developmental period. The current study investigated how one numeracy, four cognitive, and three motivational factors predicted math performance in 525 third, 771 fourth, and 465 fifth grade students, and whether these relations changed by grade and the type of math measured. Participants completed the California Standards Test (CST; Educational Testing Service, 2014) in Spring 2012 and Spring 2013 to assess math performance, and a battery of numeracy, cognitive, and motivational measures in Spring 2013. Separate multilevel regressions predicting 2013 CST performance were conducted for each grade, and z scores were used to compare the coefficients between grades. Results showed that updating and math expectancy were related to broad-level math performance for all grades. Further, numeracy and shifting were most predictive of math performance for younger grades, whereas math expectancy was most predictive for older grades across a range of math content. The results suggest that numeracy, cognitive, and motivational factors all relate to math performance when these three types of factors are considered, with numeracy, updating, shifting, and math expectancy showing the most reliable relations depending on grade. The relations between factors and math types may also have implications for interventions aiming to improve specific types of math. Educational Impact and Implications Statement: Numeracy, cognitive, and motivational factors all related to math achievement in our third through fifth grade sample; however, the contributions depended on grade and the type of math outcome. This can inform potential avenues for improving general and content-specific math achievement. For general math improvements, targeting children's ability to update information held in working memory or their expectations for future math performance may be helpful, as these factors predicted broad math performance across all grades. For more targeted interventions, improving children's general number processing and ability to shift between strategies may be most beneficial for younger students' math performance, whereas improving math expectancy may be most effective for supporting older students' math performance. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Cognitive, numeracy, and motivational factors have been implicated in math achievement. However, few studies have investigated these factors simultaneously and in middle childhood, limiting our understanding of the relative contributions of these factors during an important developmental period. The current study investigated how one numeracy, four cognitive, and three motivational factors predicted math performance in 525 third, 771 fourth, and 465 fifth grade students, and whether these relations changed by grade and the type of math measured. Participants completed the California Standards Test (CST; Educational Testing Service, 2014) in Spring 2012 and Spring 2013 to assess math performance, and a battery of numeracy, cognitive, and motivational measures in Spring 2013. Separate multilevel regressions predicting 2013 CST performance were conducted for each grade, and z scores were used to compare the coefficients between grades. Results showed that updating and math expectancy were related to broad-level math performance for all grades. Further, numeracy and shifting were most predictive of math performance for younger grades, whereas math expectancy was most predictive for older grades across a range of math content. The results suggest that numeracy, cognitive, and motivational factors all relate to math performance when these three types of factors are considered, with numeracy, updating, shifting, and math expectancy showing the most reliable relations depending on grade. The relations between factors and math types may also have implications for interventions aiming to improve specific types of math. Educational Impact and Implications Statement: Numeracy, cognitive, and motivational factors all related to math achievement in our third through fifth grade sample; however, the contributions depended on grade and the type of math outcome. This can inform potential avenues for improving general and content-specific math achievement. For general math improvements, targeting children's ability to update information held in working memory or their expectations for future math performance may be helpful, as these factors predicted broad math performance across all grades. For more targeted interventions, improving children's general number processing and ability to shift between strategies may be most beneficial for younger students' math performance, whereas improving math expectancy may be most effective for supporting older students' math performance. [ABSTRACT FROM AUTHOR]
ISSN:00220663
DOI:10.1037/edu0000772