Longitudinal Relations Among Parents' Reactions to Children's Negative Emotions, Effortful Control, and Math Achievement in Early Elementary School

2014 ◽  
pp. n/a-n/a ◽  
Author(s):  
Jodi Swanson ◽  
Carlos Valiente ◽  
Kathryn Lemery-Chalfant ◽  
Robert H. Bradley ◽  
Natalie D. Eggum-Wilkens
Keyword(s):  
Elementary School ◽  
Effortful Control ◽  
Math Achievement ◽  
Negative Emotions ◽  
Early Elementary ◽  
Early Elementary School

Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school

2017 ◽  
Vol 19 (1) ◽  
pp. 21-46 ◽  
Author(s):  
Elizabeth A. Gunderson ◽  
Daeun Park ◽  
Erin A. Maloney ◽  
Sian L. Beilock ◽  
Susan C. Levine
Keyword(s):  
Elementary School ◽  
Math Achievement ◽  
Math Anxiety ◽  
Early Elementary ◽  
Reciprocal Relations ◽  
Early Elementary School

scholarly journals On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies

2016 ◽  
Vol 141 ◽  
pp. 83-100 ◽  
Author(s):  
Gerardo Ramirez ◽  
Hyesang Chang ◽  
Erin A. Maloney ◽  
Susan C. Levine ◽  
Sian L. Beilock
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Math Achievement ◽  
Math Anxiety ◽  
Early Elementary ◽  
Early Elementary School ◽  
Problem Solving Strategies ◽  
The Relationship

Relations from temperamental approach reactivity and effortful control to academic achievement and peer relations in early elementary school

2017 ◽  
Vol 67 ◽  
pp. 15-26 ◽  
Author(s):  
Sarah K. VanSchyndel ◽  
Nancy Eisenberg ◽  
Carlos Valiente ◽  
Tracy L. Spinrad
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Peer Relations ◽  
Effortful Control ◽  
Early Elementary ◽  
Early Elementary School

scholarly journals Female teachers’ math anxiety affects girls’ math achievement

2010 ◽  
Vol 107 (5) ◽  
pp. 1860-1863 ◽  
Author(s):  
Sian L. Beilock ◽  
Elizabeth A. Gunderson ◽  
Gerardo Ramirez ◽  
Susan C. Levine
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Math Achievement ◽  
Math Anxiety ◽  
The United States ◽  
Early Elementary ◽  
School Teachers ◽  
Female Teachers ◽  
School Year ◽  
Early Elementary School

People’s fear and anxiety about doing math—over and above actual math ability—can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers’ anxieties relate to girls’ math achievement via girls’ beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers’ classrooms was also assessed. There was no relation between a teacher’s math anxiety and her students’ math achievement at the beginning of the school year. By the school year’s end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that “boys are good at math, and girls are good at reading” and the lower these girls’ math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers’ math anxiety carries consequences for girls’ math achievement by influencing girls’ beliefs about who is good at math.

Math Anxiety, Working Memory, and Math Achievement in Early Elementary School

2013 ◽  
Vol 14 (2) ◽  
pp. 187-202 ◽  
Author(s):  
Gerardo Ramirez ◽  
Elizabeth A. Gunderson ◽  
Susan C. Levine ◽  
Sian L. Beilock
Keyword(s):  
Working Memory ◽  
Elementary School ◽  
Math Achievement ◽  
Math Anxiety ◽  
Early Elementary ◽  
Early Elementary School

School readiness and achievement in early elementary school: Moderation by Students' temperament

2021 ◽  
Vol 74 ◽  
pp. 101265
Author(s):  
Carlos Valiente ◽  
Leah D. Doane ◽  
Sierra Clifford ◽  
Kevin J. Grimm ◽  
Kathryn Lemery-Chalfant
Keyword(s):  
Elementary School ◽  
School Readiness ◽  
Early Elementary ◽  
Early Elementary School

Children's understanding of homonyms

1995 ◽  
Vol 22 (1) ◽  
pp. 107-127 ◽  
Author(s):  
Andrea G. Backscheider ◽  
Susan A. Gelman
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Early Elementary ◽  
Early Elementary School ◽  
One To One ◽  
Metalinguistic Skills ◽  
Common Label

ABSTRACTPrevious tasks have shown that preschool and early elementary school-children typically have trouble learning and identifying homonyms (Peters & Zaidel, 1980; Mazzocco, 1989). It is possible that a one-to-one mapping assumption or a lack of metalinguistic skills makes homonym learning and identification particularly difficult. In three experiments we examined a total of 60 three-year-olds' ability to pick out homonym pairs, and the extent to which they realize that although homonyms share a common label, they represent two different categories. In Experiment 1 subjects were asked to identify homonym pairs. In Experiment 2, homonym pairs and non-homonym pairs were labelled, then children were asked whether the pairs had the same name, and whether they were the same kind of thing. In Experiment 3 children were shown one-half of each of several homonym and non-homonym pairs, then asked to identify a name match and a category match from a set of pictures. From these experiments we conclude that children have the metalinguistic skills necessary to identify homonym pairs; moreover, they realized that homonyms represent two different categories. Finally, if children have a one-to-one mapping assumption, it is not strong enough to prevent them from acquiring homonyms.

scholarly journals Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School

2016 ◽  
Vol 87 (6) ◽  
pp. 1813-1824 ◽  
Author(s):  
Carol McDonald Connor ◽  
Stephanie L. Day ◽  
Beth Phillips ◽  
Nicole Sparapani ◽  
Sarah W. Ingebrand ◽  
...  
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Self Regulation ◽  
Semantic Knowledge ◽  
Reciprocal Effects ◽  
Early Elementary ◽  
Early Elementary School
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