Attention does not differentially predict broad math versus broad ELA scores¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For broad measures, the attention by academic subject interaction was not significant, indicating attention did not differentially predict broad math and ELA test scores. → Gallen 2023

Evidence¶

Gallen 2023¶

Gallen, C. L., Schaerlaeken, S., Younger, J. W., Project iLEAD Consortium, Anguera, J. A., & Gazzaley, A. (2023). Contribution of sustained attention abilities to real-world academic skills in children. Scientific Reports 13, 2673. https://doi.org/10.1038/s41598-023-29427-w

q3 · i? · associational · r3

Null interaction result from a linear mixed model comparing attention's prediction of SBAC math versus SBAC ELA in the school-based sample. The article reports F(1, 1260) = 1.30, p = 0.24; equivalence was not tested and no effect size is printed, so the finding is reported as a non-significant interaction.

"we did not find a significant interaction between attention and academic subject, suggesting that attention did not differentially predict broad math and reading (SBAC ELA) test scores (F(1, 1260) = 1.30, p = 0.24, R2 m (model) = 0.27, R2 c (model) = 0.32)"

Discussion¶

Learner Variables¶

• Attention — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Sustained attention positively predicts broad statewide standardized test scores in math and ELA — related
• Attention is more predictive of targeted than broad math, but equally predictive of both reading measure types — related
• Attention more strongly predicts targeted math than targeted reading at a trend level — related