Anne H. van Hoogmoed, Paul Adriaanse, Myrthe Vermeiden, Rianne Weggemans
{"title":"Combining cognitive and affective factors related to mathematical achievement in 4th graders: A psychological network analysis study","authors":"Anne H. van Hoogmoed, Paul Adriaanse, Myrthe Vermeiden, Rianne Weggemans","doi":"10.1016/j.tine.2024.100241","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Development of mathematics is a complex and multidimensional process with many different interacting predictors. This study examined the relations between math achievement and related demographic, domain-general and domain-specific cognitive, and affective variables by using a network approach.</div></div><div><h3>Methods</h3><div>Data were gathered from 201 Dutch fourth grade children. A psychological network analysis was used to examine how cognitive variables (i.e. symbolic comparison, non-symbolic comparison, ordering, shifting, inhibition, verbal and visuospatial updating, fluid reasoning), affective variables (i.e. math anxiety and math self-concept), and demographic variables (i.e. SES, age, and gender) are interrelated with arithmetic fluency and mathematical achievement.</div></div><div><h3>Results</h3><div>The network showed three subclusters, with domain-specific cognitive and affective factors relating to arithmetic fluency and math achievement. Domain-general and demographic factors were not related to math achievement.</div></div><div><h3>Conclusion</h3><div>Network analysis can enhance our understanding of factors relating to mathematical achievement in children, potentially leading to more personalized approaches to math interventions.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Trends in Neuroscience and Education","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S221194932400022X","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NEUROSCIENCES","Score":null,"Total":0}
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Abstract
Background
Development of mathematics is a complex and multidimensional process with many different interacting predictors. This study examined the relations between math achievement and related demographic, domain-general and domain-specific cognitive, and affective variables by using a network approach.
Methods
Data were gathered from 201 Dutch fourth grade children. A psychological network analysis was used to examine how cognitive variables (i.e. symbolic comparison, non-symbolic comparison, ordering, shifting, inhibition, verbal and visuospatial updating, fluid reasoning), affective variables (i.e. math anxiety and math self-concept), and demographic variables (i.e. SES, age, and gender) are interrelated with arithmetic fluency and mathematical achievement.
Results
The network showed three subclusters, with domain-specific cognitive and affective factors relating to arithmetic fluency and math achievement. Domain-general and demographic factors were not related to math achievement.
Conclusion
Network analysis can enhance our understanding of factors relating to mathematical achievement in children, potentially leading to more personalized approaches to math interventions.