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How do different components of Effortful Control contribute to children's mathematics achievement?

Sánchez-Pérez N, Fuentes LJ, Pina V, López-López JA, González-Salinas C - Front Psychol (2015)

Bottom Line: Additionally, the contribution of other cognitive and socio-emotional processes was taken into account.Our results showed that only AF significantly contributed to the variance of children's mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills.Results are discussed in the light of the current theories on the role of children's self-regulation abilities in the context of school.

View Article: PubMed Central - PubMed

Affiliation: Department of Basic Psychology and Methodology, Faculty of Psychology, University of Murcia Murcia, Spain.

ABSTRACT
This work sought to investigate the specific contribution of two different components of Effortful Control (EC) -attentional focusing (AF) and inhibitory control- to children's mathematics achievement. The sample was composed of 142 children aged 9-12 year-old. EC components were measured through the Temperament in Middle Childhood Questionnaire (TMCQ; parent's report); math achievement was measured via teacher's report and through the standard Woodcock-Johnson test. Additionally, the contribution of other cognitive and socio-emotional processes was taken into account. Our results showed that only AF significantly contributed to the variance of children's mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills. Results are discussed in the light of the current theories on the role of children's self-regulation abilities in the context of school.

No MeSH data available.


Relational model with academic academic peer popularity as mediator in the attentional focusing (AF) and math achievement (standard test) association. Numbers in the figure are beta coefficients ( for mediational model are in parentheses). ∗p < 0.05; ∗∗p < 0.01; ∗∗∗p < 0.001.
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Figure 1: Relational model with academic academic peer popularity as mediator in the attentional focusing (AF) and math achievement (standard test) association. Numbers in the figure are beta coefficients ( for mediational model are in parentheses). ∗p < 0.05; ∗∗p < 0.01; ∗∗∗p < 0.001.

Mentions: As explained above, we firstly examined the relational pathway model with the mathematics standard test score as the dependent variable. First, we tested whether academic peer popularity would partially mediate the relation between AF and math achievement (standard test and teacher’s report), taking into account the potential effect of SES on the dependent variable. Regressing academic peer popularity on AF yielded a significant effect [F(1,140) = 21.73, p < 0.001, R2adj = 0.13]. AF was a significant positive contributor of social preference in the context of the classroom ( = 0.37, p < 0.001). Thus, children with higher attentional skills were more preferred among their classmates in undertaking academic activities. For the second equation of mediation, math achievement (standard test) was regressed on AF yielding a significant effect [F(2,131) = 6.46, p = 0.002, R2adj = 0.08]; then, AF was a significant positive contributor of math achievement ( = 0.18, p = 0.032), even after controlling the effect of SES ( = 0.21, p = 0.014). In the last step of mediation, regressing math achievement (standard test) on AF and popularity yielded a significant effect [F(3,130) = 5.75, p = 0.001, R2adj = 0.10]. This model explained 10% of variance on standard math achievement. Academic peer popularity ( = 0.18, p = 0.047) exerted a significant positive influence on math achievement, whereas the relation between AF and the dependent variable was non-significant ( = 0.12, p = 0.204), after taking into account the contribution of SES ( = 0.22, p = 0.010; see Figure 1). Children who were more popular among their classmates in addressing academic activities, showed higher scores on the standard test of math achievement; as the mediational model was proved, we can infer that children’s attentional control had a positive influence on academic peer popularity, which in turn had an impact on math achievement’ scores measured via the standard test.


How do different components of Effortful Control contribute to children's mathematics achievement?

Sánchez-Pérez N, Fuentes LJ, Pina V, López-López JA, González-Salinas C - Front Psychol (2015)

Relational model with academic academic peer popularity as mediator in the attentional focusing (AF) and math achievement (standard test) association. Numbers in the figure are beta coefficients ( for mediational model are in parentheses). ∗p < 0.05; ∗∗p < 0.01; ∗∗∗p < 0.001.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4584978&req=5

Figure 1: Relational model with academic academic peer popularity as mediator in the attentional focusing (AF) and math achievement (standard test) association. Numbers in the figure are beta coefficients ( for mediational model are in parentheses). ∗p < 0.05; ∗∗p < 0.01; ∗∗∗p < 0.001.
Mentions: As explained above, we firstly examined the relational pathway model with the mathematics standard test score as the dependent variable. First, we tested whether academic peer popularity would partially mediate the relation between AF and math achievement (standard test and teacher’s report), taking into account the potential effect of SES on the dependent variable. Regressing academic peer popularity on AF yielded a significant effect [F(1,140) = 21.73, p < 0.001, R2adj = 0.13]. AF was a significant positive contributor of social preference in the context of the classroom ( = 0.37, p < 0.001). Thus, children with higher attentional skills were more preferred among their classmates in undertaking academic activities. For the second equation of mediation, math achievement (standard test) was regressed on AF yielding a significant effect [F(2,131) = 6.46, p = 0.002, R2adj = 0.08]; then, AF was a significant positive contributor of math achievement ( = 0.18, p = 0.032), even after controlling the effect of SES ( = 0.21, p = 0.014). In the last step of mediation, regressing math achievement (standard test) on AF and popularity yielded a significant effect [F(3,130) = 5.75, p = 0.001, R2adj = 0.10]. This model explained 10% of variance on standard math achievement. Academic peer popularity ( = 0.18, p = 0.047) exerted a significant positive influence on math achievement, whereas the relation between AF and the dependent variable was non-significant ( = 0.12, p = 0.204), after taking into account the contribution of SES ( = 0.22, p = 0.010; see Figure 1). Children who were more popular among their classmates in addressing academic activities, showed higher scores on the standard test of math achievement; as the mediational model was proved, we can infer that children’s attentional control had a positive influence on academic peer popularity, which in turn had an impact on math achievement’ scores measured via the standard test.

Bottom Line: Additionally, the contribution of other cognitive and socio-emotional processes was taken into account.Our results showed that only AF significantly contributed to the variance of children's mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills.Results are discussed in the light of the current theories on the role of children's self-regulation abilities in the context of school.

View Article: PubMed Central - PubMed

Affiliation: Department of Basic Psychology and Methodology, Faculty of Psychology, University of Murcia Murcia, Spain.

ABSTRACT
This work sought to investigate the specific contribution of two different components of Effortful Control (EC) -attentional focusing (AF) and inhibitory control- to children's mathematics achievement. The sample was composed of 142 children aged 9-12 year-old. EC components were measured through the Temperament in Middle Childhood Questionnaire (TMCQ; parent's report); math achievement was measured via teacher's report and through the standard Woodcock-Johnson test. Additionally, the contribution of other cognitive and socio-emotional processes was taken into account. Our results showed that only AF significantly contributed to the variance of children's mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills. Results are discussed in the light of the current theories on the role of children's self-regulation abilities in the context of school.

No MeSH data available.