A study of the developing relations between self-regulation and mathematical knowledge in the context of an early math intervention

DeFlorio, Lydia; Klein, Alice; Starkey, Prentice; Swank, Paul R.; Taylor, Heather B.; Halliday, Simone E.; Beliakoff, Amber; Mulcahy, Christina

doi:10.1016/j.ecresq.2018.06.008

Cited by 22 publications

(13 citation statements)

References 80 publications

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“…Particularly, recent studies indicate that mathematical skills are related to individuals' self-regulation. Not only do the self-regulation skills of children, including learning persistence, support their future math learning even in adulthood, but also early math experiences of children predict growth in their self-regulation process (McClelland et al, 2013 ; Schmitt et al, 2017 ; DeFlorio et al, 2019 ). Meanwhile, the domain of mathematics has larger gains and losses in school compared with reading since the home environments of all the children tend to provide more out-of-school opportunities to practice reading than mathematics skills (Cooper et al, 1996 ).…”

Section: Introductionmentioning

confidence: 99%

Effects of Basic Psychological Needs on Resilience: A Human Agency Model

Liu

Huang

2021

Front. Psychol.

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Academic resilience refers to the ability to recover and achieve high academic outcomes despite environmental adversity in the academic setting. At the same time, self-determination theory (SDT) offers a human agency model to understand individuals' autonomy to achieve in various fields. The present longitudinal study explored the factors influencing resilience from the analytical framework of SDT to investigate how basic psychological needs strengthen students' resilience. A mediation model was proposed that resilience may mediate the relationship between basic psychological needs and academic performance. The results from 450 10th grade Chinese students showed that three basic psychological needs (i.e., autonomy, competence, and relatedness) facilitate academic resilience; academic resilience thus increases subsequent academic performance after controlling for previous test scores.

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Section: Introductionmentioning

confidence: 99%

Effects of Basic Psychological Needs on Resilience: A Human Agency Model

Liu

Huang

2021

Front. Psychol.

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“…More precisely, longitudinal data indicate that the relationship between persistence and inhibition increases in early childhood. While the relation between persistence and inhibition was negligible at the age of three, effect sizes increased steadily across the ages of four and five (DeFlorio et al, 2019). Thereby, higher inhibition skills were related to better persistence skills.…”

Section: Dynamics In Task Persistencementioning

confidence: 81%

“…Their behavior was recorded with a camera. The coding system is based on a coding scheme previously used by DeFlorio et al, (2019) and Merz et al, (2014). More specifically, persistence was rated in ten-second intervals, ranging zero to five.…”

Section: Yarn Tangle Taskmentioning

confidence: 99%

Task Persistence Through a Dynamic Lens: Understanding Temporal-Behavioral Dynamics in Kindergarten Children

Oeri¹,

Kunz²,

Kälin³

2023

Preprint

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Most research approaches operationalize persistence through a static index, neglecting that persistence is inherently dynamic. The study aimed to analyze persistence as a dynamic process through a real-time modeling approach. More specifically, we computed a latent profile analysis to examine different temporal and behavior dynamics in a persistence task. The Swiss sample consisted of N = 241 children (Mage = 71.8 months, 52.3% female, 21% migration background). During a persistence task, task engagement was repeatedly coded in 10s intervals yielding 18 indicators of persistence. The results revealed three behavioral profiles: a highly persistent profile (70%), a declining persistence profile (20%), and a low persistence profile (10%). Furthermore, covariate analyses revealed profile differences in terms of executive functions and behavioral problems.

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“…Moreover, SRL skills and math knowledge seem to be correlated (DeFlorio et al, 2019), therefore, we postulate that SRL may play a determining role in explaining the relationship between WM and problem-solving accuracy in math. In fact, in line with previous calls to consider the need to differentiate aspects of SRL processes (Bridgett et al, 2013), the current study aims to fill this gap in the literature by providing a deeper understanding the role of SRL and its different processes in the relationship between WM and problem-solving accuracy in math in primary school children.…”

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confidence: 79%

Self-Regulated Learning and Working Memory Determine Problem-Solving Accuracy in Math

Ferreira

Simão

et al. 2022

Span. J. Psychol.

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This study aims to understand the role of self-regulated learning (SRL) and its different processes in the relationship between working memory (WM) and problem-solving accuracy in math in primary school children. A sample of 269 primary school children (Mage = 8.84, SD = 0.81, 58% boys) participated in this study. Tasks were used as intervention resources to assess children’s WM (i.e., reading and computation span tasks), SRL (i.e., a digital game), and performance (i.e., the performance in the game, as well as a traditional math problem). Through structural equation modeling, results revealed that WM predicted children’s SRL and their problem-solving accuracy in math, such that those with higher capability for temporary storage attained better accuracy. Accordingly, children’s SRL explained the relationship between WM capacity and problem-solving accuracy in math; such that the indirect effect of WM capacity through SRL was lower on problem-solving accuracy in math. Results indicated that the planning phase was a greater indicator of students’ SRL in problem-solving accuracy in math. These results highlight the importance of SRL competencies in explaining children’s performance in problem-solving in math.

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A study of the developing relations between self-regulation and mathematical knowledge in the context of an early math intervention

Cited by 22 publications

References 80 publications

Effects of Basic Psychological Needs on Resilience: A Human Agency Model

Effects of Basic Psychological Needs on Resilience: A Human Agency Model

Task Persistence Through a Dynamic Lens: Understanding Temporal-Behavioral Dynamics in Kindergarten Children

Self-Regulated Learning and Working Memory Determine Problem-Solving Accuracy in Math

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