The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations

Abstract

Despite research demonstrating a strong association between early and later mathematics achievement, few studies have investigated mediators of this association. Using longitudinal data (n=1362), we 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.

Self‐Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading

“…However, the time frame of this longitudinal study does not allow for an analysis of the links between self‐concept of ability and achievement during an extended period of development, as demonstrated in Watts et al. ().…”

“…A recent study examined the development of the relation between self‐concept and academic achievement but only in the domain of math (Watts et al., ). By using a longitudinal data set (i.e., NICHD‐SECCYD) and controlling for a host of child and background characteristics, as well as several cognitive and emotional skills, Watts et al.…”

“…By using a longitudinal data set (i.e., NICHD‐SECCYD) and controlling for a host of child and background characteristics, as well as several cognitive and emotional skills, Watts et al. () found that students' own beliefs regarding their abilities in math mediated the relation between early and later math achievement. These results suggest that students' self‐perception of their math capabilities explains a significant amount of variance in the relation between math achievement in first grade and at age 15, though the study only focused on the average relations between self‐concept of ability and students' academic achievement.…”

Developmental change in the influence of domain-general abilities and domain-specific knowledge on mathematics achievement: An eight-year longitudinal study.

“…As with other academic domains, the relative contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement are not fully understood and may vary across grade, level of student knowledge, and mathematical content (Bailey, Watts, Littlefield, & Geary, 2014; Frisovan den Bos, van der Ven, Kroesbergen, & van Luit, 2013; Fuchs, Geary, Fuchs, Compton, & Hamlett, 2016; Geary, 2011; Lee & Bull, 2016; Von Aster & Shalev, 2007; Watts et al, 2015). Identifying the grade-to-grade contributions of domain-general and domain-specific effects and changes in the relative magnitude of these effects will contribute significantly to our understanding of the factors that drive children’s mathematical development and will provide insights into when and where to target interventions to improve this development.…”

Does Early Mathematics Intervention Change the Processes Underlying Children's Learning?

“…Well-controlled correlational studies show a strong, and persistent, relation between children’s early mathematics skills and their later achievement (Aunola, Leskinen, Lerkkanen, & Nurmi, 2004; Bailey, Siegler, & Geary, 2014a; Byrnes & Wasik, 2009; Claessens & Engel, 2013; Duncan et al, 2007; Geary, Hoard, Nugent, & Bailey, 2013; Jordan et al, 2009; Watts, Duncan, Siegler, & Davis-Kean, 2014; Watts et al, 2015). Theoretically, the link between early and later mathematics achievement is thought to be straightforward, as earlier knowledge in mathematics is necessary for building later knowledge.…”