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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.


Intellectual-abilities model with IQ and study skills as mediators in the 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 3: Intellectual-abilities model with IQ and study skills as mediators in the 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: In the last equation, the relationship between AF and math achievement (standard test) was tested again, with the influence of each potential mediator controlled for (IQ and study skills). Regressing math achievement on AF, study skills, and IQ yielded a significant effect [F(4,126) = 11.79, p < 0.001, R2adj = 0.25]. This model explained a 25% of variance on standard math achievement. Study skills ( = 0.28, p = 0.003) and IQ ( = 0.34, p < 0.001) both exerted a significant direct influence on math achievement, even after controlling for the effect of SES ( = 0.05, p = 0.54), whereas the relation between AF and the criterion was non-significant ( = -0.02, p = 0.85; see Figure 3). Thus, children with higher scores on IQ and better study skills obtained better scores on the standard test of math achievement and, as we hypothesized, children’s cognitive processes acted as mediators in the relation between AF and math achievement (standard test). We tested this model with the bootstrapping technique, where the confidence interval for IQ (range = 0.03–0.17) and Study skills (range = 0.06–0.32) did not include zero; then, 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)

Intellectual-abilities model with IQ and study skills as mediators in the 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 3: Intellectual-abilities model with IQ and study skills as mediators in the 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: In the last equation, the relationship between AF and math achievement (standard test) was tested again, with the influence of each potential mediator controlled for (IQ and study skills). Regressing math achievement on AF, study skills, and IQ yielded a significant effect [F(4,126) = 11.79, p < 0.001, R2adj = 0.25]. This model explained a 25% of variance on standard math achievement. Study skills ( = 0.28, p = 0.003) and IQ ( = 0.34, p < 0.001) both exerted a significant direct influence on math achievement, even after controlling for the effect of SES ( = 0.05, p = 0.54), whereas the relation between AF and the criterion was non-significant ( = -0.02, p = 0.85; see Figure 3). Thus, children with higher scores on IQ and better study skills obtained better scores on the standard test of math achievement and, as we hypothesized, children’s cognitive processes acted as mediators in the relation between AF and math achievement (standard test). We tested this model with the bootstrapping technique, where the confidence interval for IQ (range = 0.03–0.17) and Study skills (range = 0.06–0.32) did not include zero; then, 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.