Explanatory model of emotional-cognitive variables in school mathematics performance: a longitudinal study in primary school

The association of basic numerical abilities and math achievement: The mediating role of visuospatial and arithmetical abilities

Basic numerical abilities such as number line estimation have been observed repeatedly to be associated with mathematical achievement. Recently, it was argued that the association between basic numerical abilities and mathematical achievement is fully mediated by visuospatial abilities. However, arithmetical abilities have not yet been considered as influencing this association, even though solution strategies in number line estimation as well as mathematical achievement often involve arithmetical procedures. Therefore, we investigated the mediating role of arithmetical and visuospatial abilities on the association between number line estimation and mathematical achievement in a sample of n = 599 German elementary school students. The results indicated that arithmetical abilities as well as visuospatial abilities mediated the association between number line estimation and mathematical achievement. However, neither visuospatial nor arithmetical abilities fully mediated the association between number line estimation and mathematical achievement when considered in isolation. This substantiates the relevance of the intertwined development of visuospatial and arithmetical abilities as well as basic numerical abilities such as number line estimation (i.e., the combination of domain-specific numerical and domain-general abilities) driving mathematical achievement.

Socio-Emotional Skills as Predictors of Performance of Students: Differences by Gender

Socio-emotional skills seem to have an important influence on the academic performance of students. This performance is usually higher in girls than in boys. Our aim was to determine which socio-emotional skills influence academic performance and whether gender is a variable that can explain these differences. The results indicated that the socio-emotional skills of adolescents were high, highlighting self-awareness, relationship management, and decision-making. The lowest scores were in social awareness and self-management. Girls obtained higher grades, and students with higher grades had a higher level of social-emotional skills, except in self-management, where there were no differences. Self-management was greater in boys and relationship management was greater in girls. Students who failed did not differ from those who obtained very high results, except in decision-making. Overall, decision-making appeared to be the most important variable in students’ academic performance. Therefore, it would be necessary to design strategies that promote this ability in students. Hence, the adoption of active and collaborative methodologies that facilitate the achievement of this goal is suggested.

Early Detection of Academic Performance During Primary Education Using the Spanish Primary School Aptitude Test (AEI) Battery

The aim of this study was to assess the predictive capacity of some of the most relevant cognitive skills pertaining to the academic field as measured by the Spanish Primary School Aptitude Test Battery. This psychometric tool was applied to all students who were enrolled in the final year of Early Childhood Education (631 students) in the public schools of the province of Alicante (in the South-East of Spain) and a follow-up of their academic progress was carried out when they completed Primary Education (6 school years). The results obtained show that medium-high and high scores in Verbal Aptitude and Numerical Aptitude tests in Early Childhood Education (5 years of age), can predict academic success at the end of Primary Education (12 years of age) in instrumental subjects such as: (1) Language (Verbal Aptitude Odds Ratio = 1.39 and Numerical Aptitude Odds Ratio = 1.39) and (2) Mathematics (Verbal Aptitude Odds Ratio = 1.47 and Numerical Aptitude Odds Ratio = 1.52). We have determined the importance of developing pedagogical programs that stimulate the development of these skills during Early Childhood Education, while implementing support strategies during Primary Education, for those students who present underdeveloped aptitudes in these areas. In this way, school difficulties would be prevented in the instrumental subjects that provide access to other academic areas.

The influence of social support and social skills on the academic performance of younger individuals and older adult college students

Abstract The ageing process has provoked a visible increase of older adult students in Brazilian universities. Several studies have been conducted on the development of this older adult student, but few have tested the influence of social skills and perceived social support on academic performance by comparing different age groups. The goal of this longitudinal study was to investigate the influence of social support and social skills on the academic performance of older adult college students compared to younger individuals. The sample was composed of 326 college students (200 younger individuals and 126 older adults), from 13 universities in the metropolitan area of the city of Rio de Janeiro. Multiple hierarchical regression confirmed the predictive power of the social support (but not the social skills) over academic performance. The evolution of academic performance (performance coefficient) was observed for two years. New studies with larger samples in other regional contexts are recommended.

Early detection of learning difficulties using the BADyG-E2r Battery during primary education

The aim of the present study was to assess the predictive capacity of several of the most relevant cognitive skills in the academic field that were evaluated using Differential and General Skills Battery(BADyG-E2r). Particular attention was focused on the variables that need to be overcome regarding the curricular objectives related to pass/fail grading as evaluated by the teachers in the instrumental disciplines of Mathematics and Language. The psychometric battery was applied to the 3rd year students in primary education (a total of 512 students) at 4 public schools that were randomly selected in the province of Alicante (Spain). A follow-up of their academic evolution was under taken until the end of primary education. The obtained results show that high scores in Verbal Reasoning, Numerical Reasoning, and Verbal Syllogisms positively and significantly predict academic success at the end of primary education in the subjects of Language and Mathematics.

The Open Algorithm Based on Numbers (ABN) Method: An Effective Instructional Approach to Domain-Specific Precursors of Arithmetic Development

This article presents the results of a comparative study regarding the impact and contribution of two instructional approaches to formal and informal mathematical reasoning with two groups of Spanish students, aged four and five. Data indicated that for both age groups, children under the ABN method [Open Algorithm Based on Numbers (ABN)] (n = 147) achieved better results than the group under the CBC approach (Closed Algorithms Based on Ciphers) (n = 82), which is the widespread approach in Spanish schools to teach formal and informal mathematical reasoning. Furthermore, the comparative analyses showed that the effect is higher in the group of students who received more instruction on skills considered domain-specific predictors of later arithmetic performance. Statistically significant differences were found in 9 of the 10 dimensions evaluated by TEMA-3 (p < 0.01), as well as on estimation tasks in the number-line for the 5-year-old-group. However, the 4-year-old group only presented significant results in calculation and concepts tasks about informal mathematical reasoning. We discuss that these differences arise by differential exposure to specific number-sense tasks, since the groups proved to be equivalent in terms of receptive vocabulary, processing speed, and working memory. The educational consequences of these results were also analyzed.

Contributions of Motivation, Early Numeracy Skills, and Executive Functioning to Mathematical Performance. A Longitudinal Study

The main goal of this longitudinal study is to examine the power of different variables and its dynamic interactions in predicting mathematical performance. The model proposed in this study includes indicators of motivational constructs (learning motivation and attributions), executive functioning (inhibition and working memory), and early numeracy skills (logical operations, counting, and magnitude comparison abilities), assessed during kindergarten, and mathematical performance in the second year of Primary Education. The sample consisted of 180 subjects assessed in two moments (5-6 and 7-8 years old). The results showed an indirect effect of initial motivation on later mathematical performance. Executive functioning and early numeracy skills mediated the effect of motivation on later mathematic achievement. Practical implications of these findings for mathematics education are discussed.

Predictive model for early math skills based on structural equations

Early math skills are determined by higher cognitive processes that are particularly important for acquiring and developing skills during a child's early education. Such processes could be a critical target for identifying students at risk for math learning difficulties. Few studies have considered the use of a structural equation method to rationalize these relations. Participating in this study were 207 preschool students ages 59 to 72 months, 108 boys and 99 girls. Performance with respect to early math skills, early literacy, general intelligence, working memory, and short-term memory was assessed. A structural equation model explaining 64.3% of the variance in early math skills was applied. Early literacy exhibited the highest statistical significance (β = 0.443, p < 0.05), followed by intelligence (β = 0.286, p < 0.05), working memory (β = 0.220, p < 0.05), and short-term memory (β = 0.213, p < 0.05). Correlations between the independent variables were also significant (p < 0.05). According to the results, cognitive variables should be included in remedial intervention programs.