早期学业和行为技能是日后数学成绩的预测因素

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Abigail A. Allen, R. Alex Smith, Matthew K. Burns, Erica S. Lembke
{"title":"早期学业和行为技能是日后数学成绩的预测因素","authors":"Abigail A. Allen, R. Alex Smith, Matthew K. Burns, Erica S. Lembke","doi":"10.1002/pits.23205","DOIUrl":null,"url":null,"abstract":"Early academic skills and behavioral characteristics in students are predictive of later school achievement, but academics and behavior are commonly compartmentalized in research and practice. This study investigated to what extent first‐grade early numeracy (EN), literacy, and behavior ratings predicted fourth‐grade mathematics achievement. In fall of first‐grade, 501 students were given EN and literacy measures and a behavior rating scale completed by their teachers. In spring of fourth‐grade, students were given mathematics computation and concepts assessments. Regression analyses indicated EN, early literacy, and behavior uniquely predicted 39% of the variance in participants’ fourth‐grade mathematics achievement. Significant predictors were EN and behavior ratings (<jats:italic>p</jats:italic> &lt; .001), which accounted for 29% and 9% of the variance in mathematics scores, respectively.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Early academic and behavior skills as predictors of later mathematics achievement\",\"authors\":\"Abigail A. Allen, R. Alex Smith, Matthew K. Burns, Erica S. Lembke\",\"doi\":\"10.1002/pits.23205\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Early academic skills and behavioral characteristics in students are predictive of later school achievement, but academics and behavior are commonly compartmentalized in research and practice. This study investigated to what extent first‐grade early numeracy (EN), literacy, and behavior ratings predicted fourth‐grade mathematics achievement. In fall of first‐grade, 501 students were given EN and literacy measures and a behavior rating scale completed by their teachers. In spring of fourth‐grade, students were given mathematics computation and concepts assessments. Regression analyses indicated EN, early literacy, and behavior uniquely predicted 39% of the variance in participants’ fourth‐grade mathematics achievement. Significant predictors were EN and behavior ratings (<jats:italic>p</jats:italic> &lt; .001), which accounted for 29% and 9% of the variance in mathematics scores, respectively.\",\"PeriodicalId\":48182,\"journal\":{\"name\":\"Psychology in the Schools\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-04-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology in the Schools\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1002/pits.23205\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology in the Schools","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1002/pits.23205","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0

摘要

学生早期的学业技能和行为特征对其日后的学业成绩具有预测作用,但在研究和实践中,学业和行为通常被割裂开来。本研究调查了一年级的早期算术(EN)、读写能力和行为评级对四年级数学成绩的预测程度。在一年级秋季,501 名学生接受了由教师完成的早期算术和读写能力测量以及行为评级量表。四年级春季,学生接受了数学计算和概念评估。回归分析表明,EN、早期读写能力和行为独特地预测了参与者四年级数学成绩差异的 39%。显著的预测因素是EN和行为评分(p < .001),它们分别占数学成绩差异的29%和9%。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Early academic and behavior skills as predictors of later mathematics achievement
Early academic skills and behavioral characteristics in students are predictive of later school achievement, but academics and behavior are commonly compartmentalized in research and practice. This study investigated to what extent first‐grade early numeracy (EN), literacy, and behavior ratings predicted fourth‐grade mathematics achievement. In fall of first‐grade, 501 students were given EN and literacy measures and a behavior rating scale completed by their teachers. In spring of fourth‐grade, students were given mathematics computation and concepts assessments. Regression analyses indicated EN, early literacy, and behavior uniquely predicted 39% of the variance in participants’ fourth‐grade mathematics achievement. Significant predictors were EN and behavior ratings (p < .001), which accounted for 29% and 9% of the variance in mathematics scores, respectively.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信