Self-reported concentration was examined as a contributor to listening comprehension but did not emerge in the best-fitting model¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Self-reported concentration was assessed as a potential contributor but is not named among the positive associations in the best-fitting indirect model. → E. de Bree 2021

Evidence¶

E. de Bree 2021¶

E. de Bree, M. Zee. (2021). The unique role of verbal memory, vocabulary, concentration and self-efficacy in children's listening comprehension in upper elementary grades. First Language. https://doi.org/10.1177/0142723720941680

q3 · i? · associational · r?

In the SEM comparison across models including concentration as a candidate contributor, the best-fitting indirect model retained only verbal short-term memory and self-efficacy as positively associated with vocabulary; concentration is not reported as a significant contributor.

"The best-fitting model was an indirect model in which verbal short-term memory and self-efficacy were positively associated with children's vocabulary."

Discussion¶

Related Claims¶

• Vocabulary is positively associated with listening comprehension in upper elementary children (9-12 years)
• Vocabulary mediates the association between academic self-efficacy and listening comprehension
• Verbal short-term memory and academic self-efficacy are positively associated with children's vocabulary — related
• The indirect association between verbal short-term memory and listening comprehension through vocabulary just missed significance — related
• In a double mediation path model, RCR is associated with listening comprehension, which is associated with vocabulary, with the direct vocabulary-to-RCR effect fully mediated — related