Explanatory model of emotional-cognitive variables in school mathematics performance: a longitudinal study in primary school

Abstract

This study tested a structural model of cognitive-emotional explanatory variables to explain performance in mathematics. The predictor variables assessed were related to students’ level of development of early mathematical competencies (EMCs), specifically, relational and numerical competencies, predisposition toward mathematics, and the level of logical intelligence in a population of primary school Chilean students (n = 634). This longitudinal study also included the academic performance of the students during a period of 4 years as a variable. The sampled students were initially assessed by means of an Early Numeracy Test, and, subsequently, they were administered a Likert-type scale to measure their predisposition toward mathematics (EPMAT) and a basic test of logical intelligence. The results of these tests were used to analyse the interaction of all the aforementioned variables by means of a structural equations model. This combined interaction model was able to predict 64.3% of the variability of observed performance. Preschool students’ performance in EMCs was a strong predictor for achievement in mathematics for students between 8 and 11 years of age. Therefore, this paper highlights the importance of EMCs and the modulating role of predisposition toward mathematics. Also, this paper discusses the educational role of these findings, as well as possible ways to improve negative predispositions toward mathematical tasks in the school domain.

Influencia De Variables Cognitivas Y Motivacionales en El Rendimiento Académico en Matemáticas en Estudiantes Chilenos

“…De acuerdo a los resultados de este estudio, hay evidencia suficiente para validar los objetivos de partida, pues del modelo se observa que la predisposición hacia las matemáticas resulta ser la variable con un mayor peso relativo en el rendimiento escolar en esta asignatura, lo que es coincidente con otros estudios que hacen hincapié en el rol modulador e incremental de las variables motivacionales a la hora de explicar el rendimiento académico cuando su efecto se modela junto a variables de tipo actitudinal o cognitivas (Cerda, et al, 2015;Jansen et al, 2013;Miñano y Castejón, 2011). La predisposición hacia las matemáticas, los esquemas de razonamiento formal y la inteligencia lógica explican un porcentaje importante de la variabilidad observada en el rendimiento escolar de los estudiantes en matemáticas, y de ellas la predisposición presenta un peso ponderado superior.…”

Predictive power of socio-emotional variables on academic performance and chance of dropout

“…Socio-emotional abilities are variables that can influence academic performance, since it is observed that students present social, emotional, and behavioral difficulties that impact their ability to succeed in academic life (Loos-Sant 'Ana & Trancoso, 2014). For many years, one of the most investigated predictors of school success was intelligence, and, although its importance is recognized, other variables should be considered in this prediction, among which stand out socio-emotional abilities (Cerda et al, 2015). John and De Fruyt (2015) suggest that the model of the five major personality factors, known in the international literature as the Big Five, functions as an integrative model and organizer of socio-emotional abilities.…”

Do boys and girls learn the same way? A preliminary study in Primary Education analyzing gender differences

“…However, there is a lot of diversity in the students according to what the level of mathematical competence is concerned. There are studies that indicate that these differences among students appear in Early Childhood Education and that basic competencies predict the performance in school some years later (Cerda, Pérez, Navarro, Aguilar, Casas, & Aragón, 2015;Morgan, Farkas, Aunio, Heiskari, Van Luit, &Vuorio, 2015, Jordan, Kaplan, Ramineni andWu, 2009). Currently, it is estimated that between 3 and 8% of primary school children have some Math Learning Difficulty (MLD) (González-Castro, Rodríguez, Cueli, Cabeza, & Álvarez, 2014).…”