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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 peer popularity as mediator in the AF and math achievement (teacher’s report) 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 2: Relational model with academic peer popularity as mediator in the AF and math achievement (teacher’s report) association. Numbers in the figure are beta coefficients ( for mediational model are in parentheses). ∗p < 0.05; ∗∗p < 0.01; ∗∗∗p < 0.001.

Mentions: In the last equation, regressing math achievement on AF and academic popularity yielded a significant relationship [F(3,128) = 9.57, p < 0.001, R2adj = 0.16], with a 16% of explained variance on teacher’s math report. After controlling the effect of SES ( = 0.18, p = 0.030), children’s peer popularity ( = 0.32, p < 0.001) exerted a significant positive influence on math achievement, whereas the relation between the independent variable (AF) and the dependent variable was now non-significant ( = 0.11, p = 0.21; see Figure 2). As the previous analyses showed, children who were more popular academically obtained higher scores on math achievement reported by their teachers; also, children’s academic popularity mediated in the relation between attentional skills and math achievement reported by teachers. Bootstrapping test did not include zero in the confidence interval (range = 0.07–0.24) and mediation was established.


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 peer popularity as mediator in the AF and math achievement (teacher’s report) 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

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Show All Figures
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Figure 2: Relational model with academic peer popularity as mediator in the AF and math achievement (teacher’s report) association. Numbers in the figure are beta coefficients ( for mediational model are in parentheses). ∗p < 0.05; ∗∗p < 0.01; ∗∗∗p < 0.001.
Mentions: In the last equation, regressing math achievement on AF and academic popularity yielded a significant relationship [F(3,128) = 9.57, p < 0.001, R2adj = 0.16], with a 16% of explained variance on teacher’s math report. After controlling the effect of SES ( = 0.18, p = 0.030), children’s peer popularity ( = 0.32, p < 0.001) exerted a significant positive influence on math achievement, whereas the relation between the independent variable (AF) and the dependent variable was now non-significant ( = 0.11, p = 0.21; see Figure 2). As the previous analyses showed, children who were more popular academically obtained higher scores on math achievement reported by their teachers; also, children’s academic popularity mediated in the relation between attentional skills and math achievement reported by teachers. Bootstrapping test did not include zero in the confidence interval (range = 0.07–0.24) and mediation was established.

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.