The Roles of Initial Mathematics, Reading, and Cognitive Skills in Subsequent Mathematics Performance: A Meta-Analytic Structural Equation Modeling Approach

IF 8.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research Pub Date : 2021-10-27 DOI:10.3102/00346543211054576

Xin Lin, S. R. Powell

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引用次数: 13

Abstract

In the present meta-analysis, we systematically investigated the relative contributions of students’ initial mathematics, reading, and cognitive skills on subsequent mathematics performance measured at least 3 months later. With one-stage meta-analytic structural equation modeling, we conducted analyses based on 580,437 students from 265 independent samples and 250 studies. Findings suggested fluency in both mathematics and reading, as well as working memory, yielded greater impacts on subsequent mathematics performance. Age emerged as a significant moderator in the model, such that the effects of comprehensive mathematics and working memory on subsequent mathematics increased with age, whereas attention and self-regulation’s impacts declined with age. Time lag between assessments also emerged as a significant moderator, such that the effects of word-problem solving and word recognition accuracy decreased as the time lag increased, whereas vocabulary, attention, and self-regulation’s effects increased as the time lag increased.

查看原文本刊更多论文

初始数学、阅读和认知技能在后续数学表现中的作用:一种元分析结构方程建模方法

在本荟萃分析中，我们系统地调查了学生最初的数学、阅读和认知技能对至少3个月后测量的后续数学成绩的相对贡献。通过一阶段元分析结构方程建模，我们对来自265个独立样本和250项研究的580437名学生进行了分析。研究结果表明，数学和阅读的流利性以及工作记忆对随后的数学成绩产生了更大的影响。年龄是该模型中的一个重要调节因素，因此综合数学和工作记忆对后续数学的影响随着年龄的增长而增加，而注意力和自我调节的影响则随着年龄的增加而下降。评估之间的时间滞后也成为一个重要的调节因素，例如，单词问题解决和单词识别准确性的影响随着时间滞后的增加而降低，而词汇、注意力和自我调节的影响则随着时间滞后增加而增加。

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来源期刊

Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

24.10

自引率

2.70%

发文量

期刊介绍： The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.