Children's mathematical achievement and how it relates to working memory, test anxiety and self-regulation: A person-centred approach

Nyroos, Mikaela; Jonsson, Bert; Korhonen, Jari; Eklöf, Hanna

doi:10.3402/edui.v6.26026

Cited by 17 publications

(18 citation statements)

References 48 publications

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“…Cognitive functioning in the present project is defined as working memory (WM) capacity, the ability to inhibit a prepotent response, speed of information processing, and attention and self-control. In the first study week, a complex WM task ( 25 ) and a computerized Stroop test ( 26 ) was administered. Operation span ( 27 ) is frequently denoted as one of the most reliable and valid instruments of WM ( 28 ).…”

Section: Methodsmentioning

confidence: 99%

School meal provision, health, and cognitive function in a Nordic setting – the ProMeal-study: description of methodology and the Nordic context

Waling

Ólafsdóttir

Lagström

et al. 2016

Food & Nutrition Research

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BackgroundSchool meals, if both nutritious and attractive, provide a unique opportunity to improve health equality and public health.ObjectiveTo describe the study rationale, data collection, and background of participants in the study ‘Prospects for promoting health and performance by school meals in Nordic countries’ (ProMeal). The general aim was to determine whether overall healthiness of the diet and learning conditions in children can be improved by school lunches, and to capture the main concerns regarding school lunches among children in a Nordic context.DesignA cross-sectional, multidisciplinary study was performed in Finland, Iceland, Norway, and Sweden on pupils (n=837) born in 2003.ResultsIn total 3,928 pictures of school lunches were taken to capture pupils’ school lunch intake. A mean of 85% of all parents responded to a questionnaire about socioeconomic background, dietary intake, and habitual physical activity at home. Cognitive function was measured on one occasion on 93% of the pupils during optimal conditions with a Stroop and a Child Operation Span test. A mean of 169 pupils also did an Integrated Visual and Auditory Continuous Performance Test after lunch over 3 days. In total, 37,413 10-sec observations of classroom learning behavior were performed. In addition, 753 empathy-based stories were written and 78 focus groups were conducted. The pupils had high socioeconomic status.ConclusionsThis study will give new insights into which future interventions are needed to improve pupils’ school lunch intake and learning. The study will provide valuable information for policy making, not least in countries where the history of school meals is shorter than in some of the Nordic countries.

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Section: Methodsmentioning

confidence: 99%

School meal provision, health, and cognitive function in a Nordic setting – the ProMeal-study: description of methodology and the Nordic context

Waling

Ólafsdóttir

Lagström

et al. 2016

Food & Nutrition Research

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“…The set-sizes proceeded in fixed level from two sets with no predefined highest level, as long as two consecutive sets at any span length were correctly answered. The dependent variable was the number of correct recalled letters in the correct position ( Nyroos et al, 2015 ).…”

Section: Methodsmentioning

confidence: 99%

Untangling the Contribution of the Subcomponents of Working Memory to Mathematical Proficiency as Measured by the National Tests: A Study among Swedish Third Graders

et al. 2016

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The aim with the present study was to examine the relationship between the subcomponents in working memory (WM) and mathematical performance, as measured by the National tests in a sample of 597 Swedish third-grade pupils. In line with compelling evidence of other studies, individual differences in WM capacity significantly predicted mathematical performance. Dividing the sample into four groups, based on their mathematical performance, revealed that mathematical ability can be conceptualized in terms of different WM profiles. Pupils categorized as High-math performers particularly differed from the other three groups in having a significant higher phonological ability. In contrast, pupils categorized as Low-math performers were particularly characterized by having a significant lower visuo-spatial ability. Findings suggest that it is important for educators to recognize and acknowledge individual differences in WM to support mathematical achievement at an individual level.

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“…In the long-term, childhood anxiety is also a risk factor that seems to predispose adult mental-health problems. Thus, school children reporting high levels of TA may be indicative of more pervasive anxiety problems warranting converge in clinic care (Nyroos et al, 2015b).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Educators therefore need to fostering a learning milieu free from emotional enforcement and tolerating mistakes deemphasise the stakes (Nyroos et al, 2015b).…”

Section: 1detainermentioning

confidence: 99%

Special Education a Provision and an Adjacent System – Exemplified Through Test Anxiety

Nyroos¹

2015

JPBS

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In the context of the recently released DSM-5, here is discussed a common emotional experience among pupils and students, test anxiety, and demonstrated its multifaceted character, which terminates eligibility for both special educational and medical services. Severe test anxiety is associated with a huge range of deleterious life trajectories. However, it is also a biological reality; normative in its origin and in essence benign. Present paper merges the latest knowledge from different disciplines, and presents measures for theory and practice. Because intense and excessive test anxiety seems to be highly prevalent and the pathological symptoms are similar to those of other childhood anxiety disorders childhood test anxiety warrants attention.

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Children's mathematical achievement and how it relates to working memory, test anxiety and self-regulation: A person-centred approach

Cited by 17 publications

References 48 publications

School meal provision, health, and cognitive function in a Nordic setting – the ProMeal-study: description of methodology and the Nordic context

School meal provision, health, and cognitive function in a Nordic setting – the ProMeal-study: description of methodology and the Nordic context

Untangling the Contribution of the Subcomponents of Working Memory to Mathematical Proficiency as Measured by the National Tests: A Study among Swedish Third Graders

Special Education a Provision and an Adjacent System – Exemplified Through Test Anxiety

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