A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems.
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| Title: | A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems. |
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| Authors: | Arán Filippetti, Vanessa (AUTHOR), Richaud, María Cristina (AUTHOR) |
| Source: | Child Neuropsychology. Oct2017, Vol. 23 Issue 7, p864-888. 25p. |
| Subjects: | Executive function, Mathematical ability in children, Intelligence levels, Regression analysis, Structural equation modeling, Fluid intelligence, Crystallized intelligence |
| Abstract: | Though the relationship between executive functions (EFs) and mathematical skills has been well documented, little is known about how both EFs and IQ differentially support diverse math domains in primary students. Inconsistency of results may be due to the statistical techniques employed, specifically, if the analysis is conducted with observed variables, i.e., regression analysis, or at the latent level, i.e., structural equation modeling (SEM). The current study explores the contribution of both EFs and IQ in mathematics through an SEM approach. A total of 118 8- to 12-year-olds were administered measures of EFs, crystallized (Gc) and fluid (Gf) intelligence, and math abilities (i.e., number production, mental calculus and arithmetical problem-solving). Confirmatory factor analysis (CFA) offered support for the three-factor solution of EFs: (1) working memory (WM), (2) shifting, and (3) inhibition. Regarding the relationship among EFs, IQ and math abilities, the results of the SEM analysis showed that (i) WM and age predict number production and mental calculus, and (ii) shifting and sex predict arithmetical problem-solving. In all of the SEM models, EFs partially or totally mediated the relationship between IQ, age and math achievement. These results suggest that EFs differentially supports math abilities in primary-school children and is a more significant predictor of math achievement than IQ level. [ABSTRACT FROM PUBLISHER] |
| Copyright of Child Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 124435274 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Arán+Filippetti%2C+Vanessa%22">Arán Filippetti, Vanessa</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Richaud%2C+María+Cristina%22">Richaud, María Cristina</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Child+Neuropsychology%22">Child Neuropsychology</searchLink>. Oct2017, Vol. 23 Issue 7, p864-888. 25p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+ability+in+children%22">Mathematical ability in children</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+levels%22">Intelligence levels</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Fluid+intelligence%22">Fluid intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Crystallized+intelligence%22">Crystallized intelligence</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Though the relationship between executive functions (EFs) and mathematical skills has been well documented, little is known about how both EFs and IQ differentially support diverse math domains in primary students. Inconsistency of results may be due to the statistical techniques employed, specifically, if the analysis is conducted with observed variables, i.e., regression analysis, or at the latent level, i.e., structural equation modeling (SEM). The current study explores the contribution of both EFs and IQ in mathematics through an SEM approach. A total of 118 8- to 12-year-olds were administered measures of EFs, crystallized (Gc) and fluid (Gf) intelligence, and math abilities (i.e., number production, mental calculus and arithmetical problem-solving). Confirmatory factor analysis (CFA) offered support for the three-factor solution of EFs: (1) working memory (WM), (2) shifting, and (3) inhibition. Regarding the relationship among EFs, IQ and math abilities, the results of the SEM analysis showed that (i) WM and age predict number production and mental calculus, and (ii) shifting and sex predict arithmetical problem-solving. In all of the SEM models, EFs partially or totally mediated the relationship between IQ, age and math achievement. These results suggest that EFs differentially supports math abilities in primary-school children and is a more significant predictor of math achievement than IQ level. [ABSTRACT FROM PUBLISHER] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Child Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09297049.2016.1199665 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 864 Subjects: – SubjectFull: Executive function Type: general – SubjectFull: Mathematical ability in children Type: general – SubjectFull: Intelligence levels Type: general – SubjectFull: Regression analysis Type: general – SubjectFull: Structural equation modeling Type: general – SubjectFull: Fluid intelligence Type: general – SubjectFull: Crystallized intelligence Type: general Titles: – TitleFull: A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Arán Filippetti, Vanessa – PersonEntity: Name: NameFull: Richaud, María Cristina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 09297049 Numbering: – Type: volume Value: 23 – Type: issue Value: 7 Titles: – TitleFull: Child Neuropsychology Type: main |
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