scholarly journals When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year

2020 ◽  
Vol 23 (4) ◽  
pp. 1023-1054
Author(s):  
Monika Szczygieł
Keyword(s):  
Elementary School Children ◽  
Math Achievement ◽  
Math Anxiety ◽  
First Grade ◽  
Third Grade ◽  
Final Grade ◽  
Early School ◽  
The Relationship ◽  
Social Source

Abstract The study investigated the relationship between math anxiety in parents and teachers and math anxiety and math achievement in first- to third-grade children. The results indicate that math anxiety in fathers (but not mothers and teachers) is associated with math anxiety in first-grade children and third-grade girls. Math anxiety in mothers and teachers (but not fathers) explains the level of math achievement in third-grade children. The research results indicate the importance of adults in shaping pupils’ math anxiety and math achievement, but these relationships vary depending on gender and the grade year. The obtained outcomes generally suggest that adults’ math anxiety is not a social source of children’s math anxiety, but it can be considered a source of low math achievement among children in the final grade of early school education.

scholarly journals True Grit in Learning Math: The Math Anxiety-Achievement Link Is Mediated by Math-Specific Grit

2021 ◽  
Vol 12 ◽  
Author(s):  
Youqing Yu ◽  
Liyun Hua ◽  
Xingwang Feng ◽  
Yueru Wang ◽  
Zongren Yu ◽  
...  
Keyword(s):  
Math Achievement ◽  
Math Anxiety ◽  
Math Learning ◽  
Mediation Analyses ◽  
Mediating Role ◽  
Math Success ◽  
The Face ◽  
The Relationship ◽  
11Th Grade

In this study, we tested a possible mechanism of the association between math anxiety and math achievement: the mediating role of math-specific grit (i.e., sustaining effort in the face of adversity when learning math). In Study 1, a sample of 10th grade students (N = 222) completed a battery of personality and attitude questionnaires, and math achievement was indexed by curriculum-based examination scores. Mediation analyses indicated that math-specific grit, but not domain-general grit, mediated the relationship between math anxiety and math achievement. In Study 2, we replicated and extended the above findings with another sample of 11th grade students (N = 465). Mediation analyses indicated that math-specific grit and math-specific procrastination played sequential mediating roles in the relationship between math anxiety and math achievement. That is, individuals with higher math anxiety were less gritty in math learning, possibly further leading them to be more procrastinated in performing math work, which may finally result in worse math achievement. In summary, the current study provides the first evidence that math-specific grit may mediate the relationship between math anxiety and math achievement. Furthermore, it also demonstrated the value of math-specific grit over domain-general grit in predicting math success, which invites a broader investigation on subject-specific grit.

Word Awareness, Reading and Development

1977 ◽  
Vol 44 (1) ◽  
pp. 203-206
Author(s):  
Marjorie H. Holden
Keyword(s):  
Early Childhood ◽  
First Grade ◽  
Conscious Awareness ◽  
Older Children ◽  
Cognitive Changes ◽  
Developmental Factors ◽  
Language Structure ◽  
Early School ◽  
Discrete Responses

Research on young children's word awareness, the ability to identify the lexical constituents of a meaningful utterance, has received different interpretations: Either word awareness is related to linguistic and cognitive changes associated with the early school years or is a concept that children can learn when appropriate techniques are employed. This study was devised to clarify the nature of variables influencing word awareness during early childhood by analyzing responses of 26 kindergarten and 24 first-grade children to the Homophones Test of Word Awareness. Responses were assigned to seven categories representing a continuum characterized as ranging from discrete to global. Older children made fewer errors, and they gave a higher proportion of discrete responses. Younger children gave more global responses. Memory was evidently not the source of the younger children's inability to perform as well as the older ones. Rather, the difficulty appeared to stem from the younger children's inability to divorce sound from meaning in spoken messages. The role of developmental factors in children's conscious awareness of language structure and lexical units is supported by these findings.

scholarly journals Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation of the Role of Early Numeracy Skills

2019 ◽  
Vol 42 (3) ◽  
pp. 161-174
Author(s):  
Allyson J. Kiss ◽  
Gena Nelson ◽  
Theodore J. Christ
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Learning ◽  
First Grade ◽  
Third Grade ◽  
Early Numeracy ◽  
Proficiency Level ◽  
Mathematics Skills ◽  
Early Predictors ◽  
State Test

Despite the vast research on the early predictors of mathematics achievement, little research has investigated the predictors of various domains of mathematics (e.g., geometry, statistics). The purpose of the present study was to examine the predictive relation between first-grade early numeracy and computation skills and third-grade mathematics achievement as measured by a state test. Furthermore, we explored the relations between these measures for students who were Below Proficient and Proficient. Findings suggest that proficiency level matters when examining the relation between mathematics skills. Also, there are different patterns of significant predictors depending on the domain of later mathematics achievement and whether or not reading achievement was considered. Findings are discussed in the context of mathematics learning for students with mathematics difficulty.

scholarly journals Reciprocal relations between student–teacher conflict, children’s social skills and externalizing behavior

2015 ◽  
Vol 39 (5) ◽  
pp. 413-425 ◽  
Author(s):  
Vĕra Skalická ◽  
Frode Stenseng ◽  
Lars Wichstrøm
Keyword(s):  
Social Skills ◽  
Student Teacher ◽  
Externalizing Behavior ◽  
First Grade ◽  
Third Grade ◽  
Grade Student ◽  
Student Teacher Relationship ◽  
Children's Social Skills ◽  
Bidirectional Relations ◽  
The Relationship

Research suggests that the relation between student–teacher conflict and children’s externalizing behavior might be reciprocal, and possibly also between student–teacher conflict and children’s social skills. Because children with externalizing behavior also tend to display low levels of social skills, we do not know if one or both of these student characteristics are involved in shaping and being shaped by the relationship to the teacher. In this study, we addressed this by means of a three-wave cross-lagged longitudinal study from preschool to third grade, including measures of social skills, externalizing behavior and student–teacher conflict. Bidirectional relations were observed between student–teacher conflict and social skills from first grade to third grade, and between student–teacher conflict and externalizing behavior between preschool and first grade. However, results from a model including both social skills and externalizing behavior suggested that externalizing behavior is a stronger predictor of conflicted student–teacher relationship than children’s social skills. Student–teacher conflict was predictive of externalizing behavior as well as of later social skills. Effect of children’s first-grade externalizing behavior on third-grade student–teacher conflict was gender moderated, with stronger effects of externalizing behavior observed in girls, combined with higher stability in first-grade student–teacher conflict in boys.

scholarly journals Students’ Math Self-Concept, Math Anxiety, and Math Achievement: The Moderating Role of Teacher Support

2021 ◽  
Vol 5 (1) ◽  
pp. 45
Author(s):  
Satoshi Oda ◽  
Chiaki Konishi ◽  
Takashi Oba ◽  
Tracy K. Y. Wong ◽  
Xiaoxue Kong ◽  
...  
Keyword(s):  
Emotional Support ◽  
Teacher Support ◽  
International Student ◽  
Math Achievement ◽  
Math Anxiety ◽  
Student Assessment ◽  
Self Concept ◽  
Instrumental Support ◽  
International Student Assessment

This study explored the moderating roles of teacher instrumental and emotional support on the association between students’ math anxiety/math self-concept and math achievement. Participants included 21,544 Canadian students aged 15 years (10,943 girls) who participated in the 2012 Program for International Student Assessment. Results indicated that instrument support and emotional support were positively associated with math achievement. A significant moderation effect was evident between instrumental support and math anxiety; higher levels of instrumental support were associated with higher math achievement at low levels of math anxiety. Emotional support did not interact with math anxiety or math self-concept. The present findings highlight the importance to consider not only individual factors (i.e., math anxiety and math self-concept) but also the role of teacher support in supporting math achievement. 

The Complex Role of Utterance Length on Grammaticality: Multivariate Multilevel Analysis of English and Spanish Utterances of First-Grade English Learners

2021 ◽  
pp. 1-15
Author(s):  
Anny Castilla-Earls ◽  
David J. Francis ◽  
Aquiles Iglesias
Keyword(s):  
English Learners ◽  
Linear Models ◽  
First Graders ◽  
First Grade ◽  
Mixed Linear Models ◽  
Error Type ◽  
Child Effects ◽  
Utterance Length ◽  
The Relationship

Purpose: This study examined the relationship between utterance length, syntactic complexity, and the probability of making an error at the utterance level. Method: The participants in this study included 830 Spanish-speaking first graders who were learning English at school. Story retells in both Spanish and English were collected from all children. Generalized mixed linear models were used to examine within-child and between-children effects of utterance length and subordination on the probability of making an error at the utterance level. Results: The relationship between utterance length and grammaticality was found to differ by error type (omission vs. commission), language (Spanish vs. English), and level of analysis (within-child vs. between-children). For errors of commission, the probability of making an error increased as a child produced utterances that were longer relative to their average utterance length (within-child effect). Contrastively, for errors of omission, the probability of making an error decreased when a child produced utterances that were longer relative to their average utterance length (within-child effect). In English, a child who produced utterances that were, on average, longer than the average utterance length for all children produced more errors of commission and fewer errors of omission (between-children effect). This between-children effect was similar in Spanish for errors of commission but nonsignificant for errors of omission. For both error types, the within-child effects of utterance length were moderated by the use of subordination. Conclusion: The relationship between utterance length and grammaticality is complex and varies by error type, language, and whether the frame of reference is the child's own language (within-child effect) or the language of other children (between-children effect). Supplemental Material https://doi.org/10.23641/asha.17035916

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