Developmental predictors of mathematics achievement at the end of Year 1

Detalhes bibliográficos
Autor(a) principal: Martins, Sara
Data de Publicação: 2024
Outros Autores: Araújo, Carolina A., Fonseca, Marisa, Baptista, Joana, Martins, Carla
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.14417/ap.2037
Resumo: Abstract: This study examined the predictive role of child cognitive, social, emotional, and behavioural dimensions assessed at the age of 4½, as well as of the traditional variables related to academic school readiness before the entry to primary school, on mathematics achievement at the end of Year 1. A sample of 58 Portuguese children and their parents participated in this longitudinal study. Initial correlations indicated significant associations between child intelligence quotient (IQ), inhibitory control, set-shifting, dysregulation profile, academic school readiness, and their subsequent performance in mathematics. A hierarchical regression analysis showed that inhibitory control at 4½ years significantly predicted mathematics achievement at the end of Year 1 over and above the effect of academic school readiness before entering primary school. These results add to the existing literature by highlighting the impact of child executive functioning assessed during the preschool years on subsequent mathematics performance in early school years.
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spelling Developmental predictors of mathematics achievement at the end of Year 1Preditores desenvolvimentais do desempenho na Matemática no final do 1.º anoPreschool, Executive functioning, Academic school readiness, Mathematics achievement.Pré-escolar, Funcionamento executivo, Prontidão escolar académica, Desempenho na matemática.Abstract: This study examined the predictive role of child cognitive, social, emotional, and behavioural dimensions assessed at the age of 4½, as well as of the traditional variables related to academic school readiness before the entry to primary school, on mathematics achievement at the end of Year 1. A sample of 58 Portuguese children and their parents participated in this longitudinal study. Initial correlations indicated significant associations between child intelligence quotient (IQ), inhibitory control, set-shifting, dysregulation profile, academic school readiness, and their subsequent performance in mathematics. A hierarchical regression analysis showed that inhibitory control at 4½ years significantly predicted mathematics achievement at the end of Year 1 over and above the effect of academic school readiness before entering primary school. These results add to the existing literature by highlighting the impact of child executive functioning assessed during the preschool years on subsequent mathematics performance in early school years.Resumo: O presente estudo analisou o papel preditor das dimensões cognitivas, sociais, emocionais e comportamentais de crianças avaliadas aos 4 anos e meio de idade, bem como das variáveis tradicionalmente associadas à prontidão escolar académica antes da entrada no ensino primário, no desempenho da Matemática no final do 1.º ano. Participaram neste estudo longitudinal um total de 58 crianças Portuguesas e respetivos pais. As correlações iniciais demonstraram associações significativas entre o quociente de inteligência (QI) da criança, controlo inibitório, flexibilidade cognitiva, perfil de desregulação, prontidão escolar académica e o seu desempenho subsequente na Matemática. Através de uma análise de regressão hierárquica verificou-se que o controlo inibitório aos 4 anos e meio previu significativamente o desempenho na Matemática no final do 1.º ano, superando o efeito da prontidão escolar académica antes da entrada no ensino primário. Estes resultados contribuem para a literatura existente, salientando o impacto do funcionamento executivo da criança, avaliado durante a idade pré-escolar, no desempenho posterior na Matemática nos primeiros anos do ensino formal.ISPA - Instituto Universitário2024-02-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.14417/ap.2037https://doi.org/10.14417/ap.2037Análise Psicológica; Vol 41, No 2 (2023); 177-190Análise Psicológica; Vol 41, No 2 (2023); 177-1901646-60200870-8231reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttp://publicacoes.ispa.pt/index.php/ap/article/view/2037http://publicacoes.ispa.pt/index.php/ap/article/view/2037/pdfCopyright (c) 2024 Análise Psicológicainfo:eu-repo/semantics/openAccessMartins, SaraAraújo, Carolina A.Fonseca, MarisaBaptista, JoanaMartins, Carla2024-02-08T12:07:11Zoai:ojs.localhost:article/2037Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:36:50.146294Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Developmental predictors of mathematics achievement at the end of Year 1
Preditores desenvolvimentais do desempenho na Matemática no final do 1.º ano
title Developmental predictors of mathematics achievement at the end of Year 1
spellingShingle Developmental predictors of mathematics achievement at the end of Year 1
Martins, Sara
Preschool, Executive functioning, Academic school readiness, Mathematics achievement.
Pré-escolar, Funcionamento executivo, Prontidão escolar académica, Desempenho na matemática.
title_short Developmental predictors of mathematics achievement at the end of Year 1
title_full Developmental predictors of mathematics achievement at the end of Year 1
title_fullStr Developmental predictors of mathematics achievement at the end of Year 1
title_full_unstemmed Developmental predictors of mathematics achievement at the end of Year 1
title_sort Developmental predictors of mathematics achievement at the end of Year 1
author Martins, Sara
author_facet Martins, Sara
Araújo, Carolina A.
Fonseca, Marisa
Baptista, Joana
Martins, Carla
author_role author
author2 Araújo, Carolina A.
Fonseca, Marisa
Baptista, Joana
Martins, Carla
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Martins, Sara
Araújo, Carolina A.
Fonseca, Marisa
Baptista, Joana
Martins, Carla
dc.subject.por.fl_str_mv Preschool, Executive functioning, Academic school readiness, Mathematics achievement.
Pré-escolar, Funcionamento executivo, Prontidão escolar académica, Desempenho na matemática.
topic Preschool, Executive functioning, Academic school readiness, Mathematics achievement.
Pré-escolar, Funcionamento executivo, Prontidão escolar académica, Desempenho na matemática.
description Abstract: This study examined the predictive role of child cognitive, social, emotional, and behavioural dimensions assessed at the age of 4½, as well as of the traditional variables related to academic school readiness before the entry to primary school, on mathematics achievement at the end of Year 1. A sample of 58 Portuguese children and their parents participated in this longitudinal study. Initial correlations indicated significant associations between child intelligence quotient (IQ), inhibitory control, set-shifting, dysregulation profile, academic school readiness, and their subsequent performance in mathematics. A hierarchical regression analysis showed that inhibitory control at 4½ years significantly predicted mathematics achievement at the end of Year 1 over and above the effect of academic school readiness before entering primary school. These results add to the existing literature by highlighting the impact of child executive functioning assessed during the preschool years on subsequent mathematics performance in early school years.
publishDate 2024
dc.date.none.fl_str_mv 2024-02-01
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.14417/ap.2037
https://doi.org/10.14417/ap.2037
url https://doi.org/10.14417/ap.2037
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv http://publicacoes.ispa.pt/index.php/ap/article/view/2037
http://publicacoes.ispa.pt/index.php/ap/article/view/2037/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2024 Análise Psicológica
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Análise Psicológica
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv ISPA - Instituto Universitário
publisher.none.fl_str_mv ISPA - Instituto Universitário
dc.source.none.fl_str_mv Análise Psicológica; Vol 41, No 2 (2023); 177-190
Análise Psicológica; Vol 41, No 2 (2023); 177-190
1646-6020
0870-8231
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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