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Cognitive Skills, Math-Related Emotions, and Beliefs Explaining Response to Arithmetic Fluency Intervention.
- Source :
-
Journal of Experimental Education . 2024, Vol. 92 Issue 3, p411-430. 20p. - Publication Year :
- 2024
-
Abstract
- We examined the associations of cognitive skills, math-related emotions and beliefs, and gender with responses to an arithmetic fluency intervention. Elementary school children with dysfluent arithmetic skills (N=69) participated in an arithmetic fluency intervention (with and without self-efficacy support) implemented in small groups in schools for 12 weeks. Hierarchical regression models including cognitive skills or math-related emotions and beliefs predicted 21% to 50% of the variation in the intervention response, i.e., improvement in arithmetic fluency. Cognitive skills were associated with the response mainly among boys, whereas math-related emotions and beliefs explained more among girls. Thus, both cognitive and non-cognitive factors and their interaction with gender should be considered when identifying non-responders who may need more individually tailored support at school. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00220973
- Volume :
- 92
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- Journal of Experimental Education
- Publication Type :
- Academic Journal
- Accession number :
- 176985874
- Full Text :
- https://doi.org/10.1080/00220973.2023.2219219