دورية أكاديمية
Cognitive Skills, Math-Related Emotions, and Beliefs Explaining Response to Arithmetic Fluency Intervention
| العنوان: | Cognitive Skills, Math-Related Emotions, and Beliefs Explaining Response to Arithmetic Fluency Intervention |
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| اللغة: | English |
| المؤلفون: | Tuire Koponen, Tuija Aro, Markku Leskinen, Pilvi Peura, Helena Viholainen, Mikko Aro |
| المصدر: | Journal of Experimental Education. 2024 92(3):411-430. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 2 Primary Education Grade 3 Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Arithmetic, Thinking Skills, Intervention, Beliefs, Mathematics Education, Gender Differences, Elementary School Students, Mathematics Skills, Student Attitudes, Psychological Patterns, Grade 2, Grade 3, Grade 4, Grade 5, Predictor Variables, Student Characteristics, Foreign Countries, Mathematics Instruction, Self Efficacy, Mathematics Anxiety, Student Interests, Children, Intelligence Tests |
| مصطلحات جغرافية: | Finland |
| Assessment and Survey Identifiers: | Wechsler Intelligence Scale for Children |
| DOI: | 10.1080/00220973.2023.2219219 |
| تدمد: | 0022-0973 1940-0683 |
| مستخلص: | We examined the associations of cognitive skills, math-related emotions and beliefs, and gender with responses to an arithmetic fluency intervention. Elementary school children with dysfluent arithmetic skills (N=69) participated in an arithmetic fluency intervention (with and without self-efficacy support) implemented in small groups in schools for 12 weeks. Hierarchical regression models including cognitive skills or math-related emotions and beliefs predicted 21% to 50% of the variation in the intervention response, i.e., improvement in arithmetic fluency. Cognitive skills were associated with the response mainly among boys, whereas math-related emotions and beliefs explained more among girls. Thus, both cognitive and non-cognitive factors and their interaction with gender should be considered when identifying non-responders who may need more individually tailored support at school. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1422638 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0022-0973 1940-0683 |
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| DOI: | 10.1080/00220973.2023.2219219 |