The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations.
Despite research demonstrating a strong association between early and later mathematics achievement, few studies have investigated mediators of this association. Using longitudinal data (n = 1,362), this study tested the extent to which mathematics self-concepts, school placement, executive functioning, and proficiency in fractions and division account for the association between mathematics achievement in first grade and at age 15. As hypothesized, a strong longitudinal association between first-grade and adolescent mathematics achievement was present (β = .36) even after controlling for a host of background characteristics, including cognitive skills and reading ability. The mediators accounted for 39% of this association, with mathematics self-concept, gifted and talented placement, and knowledge of fractions and division serving as significant mediators.
University of California, Irvine.
Tyler W
TW
Watts
University of California, Irvine.
Greg J
GJ
Duncan
University of Michigan.
Meichu
M
Chen
University of Chicago.
Amy
A
Claessens
University of Michigan.
Pamela E
http://orcid.org/0000-0001-8389-6268
PE
Davis-Kean
University of London.
Kathryn
K
Duckworth
Vanderbilt University.
Mimi
M
Engel
Carnegie Mellon University and Siegler Center for Innovative Learning, Beijing Normal University.
Robert
R
Siegler
Pontificia Universidad Católica de Chile.
Maria I
MI
Susperreguy
D000124:Achievement; D000293:Adolescent; D041923:Adolescent Development / Q000502:physiology*; D002648:Child; D002657:Child Development / Q000502:physiology*; D056344:Executive Function / Q000502:physiology*; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D055641:Mathematical Concepts; D008433:Mathematics; D012574:Schools; D012649:Self Concept