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

Psychology in the Schools Pub Date : 2024-04-20 DOI:10.1002/pits.23205

Abigail A. Allen, R. Alex Smith, Matthew K. Burns, Erica S. Lembke

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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%。

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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.

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来源期刊

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.