Interaction Effect of Retrieval Practice Methods and Math Achievement Levels in Math Learning

2021 ◽  
Vol 17 (2) ◽  
pp. 23-42
Author(s):  
Jimin Ryu ◽  
Echeol Kang
Keyword(s):  
Interaction Effect ◽  
Math Achievement ◽  
Retrieval Practice ◽  
Math Learning ◽  
Practice Methods ◽  
Achievement Levels

scholarly journals A-31 Distinguishing Neuro-Markers of Math Learning Disability Using EEG Coherence

2021 ◽  
Vol 36 (6) ◽  
pp. 1072-1072
Author(s):  
Jessica Luedke ◽  
Scott L Decker
Keyword(s):  
Learning Disability ◽  
Math Achievement ◽  
Brain Connectivity ◽  
Supporting Evidence ◽  
Eeg Coherence ◽  
Spatial Integration ◽  
Hemispheric Differences ◽  
Math Learning ◽  
Local Agencies ◽  
University Laboratory

Abstract Objective The current study evaluated brain connectivity in math learning disability (MLD) by examining intra- and interhemispheric electroencephalography (EEG) coherence in three groups of children with differing math profiles. Differential patterns of connectivity were evaluated during “at-rest” conditions and statistically evaluated across three groups. Method Testing occurred in a university laboratory setting. Participants were recruited through media and local agencies serving children with disabilities. The Woodcock Johnson cognitive and achievement tests were used to determine general intelligence and skills across all math achievement subtests. Additionally, 3-minute eye-closed EEG resting data was collected. Groups used in the current study were: neurotypical controls (NC) (n = 30), math learning disability (MLD) (n = 15), and lower achievement (LA) (n = 15). Participants’ mean age was 9.58 (SD = 1.38) with 53.3% being male. Results Intrahemispheric comparisons suggest MLD children demonstrated reduced left hemispheric coherence to NC’s (p = 0.006), not seen in LA children. Additionally, NC’s had greater beta coherence (p = 0.002). Interhemispheric analyses revealed the MLD group had reduced alpha occipital coherence compared to the LA group (p = 0.031). Conclusion The current study provides supporting evidence for implicating brain connectivity as an underlying cause of MLD. Specifically, left hemispheric differences in delta coherence were found in children with MLD not observed in children with LA profiles. Weaknesses in areas of visuo-spatial integration in the MLD group were also observed. Results suggest atypical patterns of brain connectivity in the default-mode network (DMN) in delta wavelengths may serve as a useful biomarker of MLD.

scholarly journals Gender Differences in the Interest in Mathematics Schoolwork Across 50 Countries

2020 ◽  
Vol 11 ◽  
Author(s):  
Kimmo Eriksson
Keyword(s):  
Gender Differences ◽  
National Culture ◽  
Peer Influence ◽  
Math Achievement ◽  
High Achievement ◽  
Low Achievement ◽  
High Interest ◽  
Complex Process ◽  
Grade 8 ◽  
Achievement Levels

Although much research has found girls to be less interested in mathematics than boys are, there are many countries in which the opposite holds. I hypothesize that variation in gender differences in interest are driven by a complex process in which national culture promoting high math achievement drives down interest in math schoolwork, with the effect being amplified among girls due to their higher conformity to peer influence. Predictions from this theory were tested in a study of data on more than 500,000 grade 8 students in 50 countries from the 2011 and 2015 waves of TIMSS. Consistent with predictions, national achievement levels were strongly negatively correlated with national levels of math schoolwork interest and this variation was larger among girls: girls in low-achievement, high-interest countries had especially high interest in math schoolwork, whereas girls in high-achievement, low-interest countries had especially low interest in math schoolwork. Gender differences in math schoolwork interest were also found to be related to gender differences in math achievement, emphasizing the importance of understanding them better.

scholarly journals Controlling-Supportive Homework Help Partially Explains the Relation between Parents’ Math Anxiety and Children’s Math Achievement

2021 ◽  
Vol 11 (10) ◽  
pp. 620
Author(s):  
Fraulein Retanal ◽  
Nichole B. Johnston ◽  
Sabrina M. Di Lonardo Burr ◽  
Andie Storozuk ◽  
Michela DiStefano ◽  
...  
Keyword(s):  
Path Analysis ◽  
Online Survey ◽  
Math Achievement ◽  
Math Anxiety ◽  
Evidence Based ◽  
Math Learning ◽  
Parental Factors ◽  
Math Ability ◽  
Learning Interventions ◽  
Parent Factors

Previous research has shown that math homework help of higher-math-anxious parents impedes children’s math learning and facilitates the development of math anxiety. In the present study, we explored a possible explanation for this phenomenon by examining the relations between parents’ math anxiety, their math homework-helping styles (i.e., autonomy- and controlling-supportive), and their child’s math achievement. Parents of children ages 11 to 14 completed an online survey. Using path analysis, we examined the relations among parental factors (i.e., math anxiety, math ability, and homework-helping styles) and child math achievement. Parents’ math anxiety was positively related to both autonomy-supportive and controlling-supportive math homework-helping styles. Notably, controlling-supportive style partially mediated the relation between parents’ math anxiety and their children’s math achievement. Thus, it is possible that the use of a controlling-supportive math homework-helping style may explain why the homework help offered by higher-math-anxious parents is detrimental to their children’s math learning. Identifying negative relations between parent factors and children’s math outcomes is crucial for developing evidence-based math learning interventions.

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.

When Apologies for Injustice Matter

2008 ◽  
Vol 13 (4) ◽  
pp. 239-247 ◽  
Author(s):  
David De Cremer ◽  
Barbara C. Schouten
Keyword(s):  
Laboratory Study ◽  
Interaction Effect ◽  
Interactive Effect ◽  
Cross Sectional ◽  
Fairness Perceptions ◽  
Organizational Survey ◽  
Experimental Laboratory

The present research examined the idea that the effectiveness of apologies on promoting fairness perceptions depends on how meaningful and sincere the apology is experienced. More precisely, it was predicted that apologies are more effective when they are communicated by an authority being respectful to others. A study using a cross-sectional organizational survey showed that an apology (relative to giving no apology) revealed higher fairness perceptions, but only so when the authority was respectful rather than disrespectful. In a subsequent experimental laboratory study the same interaction effect (as in Study 1) on fairness perceptions was found. In addition, a similar interaction effect also emerged on participants’ self-evaluations in terms of relational appreciation (i.e., feeling valued and likeable). Finally, these self-evaluations accounted (at least partly) for the interactive effect on fairness perceptions.

When Does Voice Have to be More Than Only Listening? Procedural Justice Effects as a Function of Confident Leadership

2010 ◽  
Vol 9 (2) ◽  
pp. 69-78 ◽  
Author(s):  
David De Cremer ◽  
Maarten Wubben
Keyword(s):  
Procedural Justice ◽  
Interaction Effect ◽  
Laboratory Experiments ◽  
Negative Emotions

The present research examined how voice procedures and leader confidence affect participants’ negative emotions and willingness to withdraw. It was predicted that receiving voice would be valued out of instrumental concerns, but only when the enacting leader was high in confidence. Two laboratory experiments indeed showed an interaction between type of voice (pre-decisional vs. post-decisional) and leader’s confidence (low vs. high) on participants’ negative emotions and willingness to withdraw. In particular, post-decision voice only led to more negative responses than did pre-decision voice when the enacting leader was high in confidence. Negative emotions mediated this interaction effect of type of voice on willingness to withdraw. Implications for integrating the leadership and procedural justice literatures are discussed.

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