Ecological factors and mathematics motivation explain significant variance in student- and school-level numeracy achievement¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Educational ecology factors and mathematics motivation together explained significant variance in student- and school-level numeracy achievement in the national assessment. → Martin 2018

Evidence¶

Martin 2018¶

Martin, Andrew; Lazendic, G. (2018). Achievement in large-scale national numeracy assessment: An ecological study of motivation and student, home, and school predictors. https://doi.org/10.1037/edu0000231

q3 · i? · associational · r?

Second stage of the multilevel structural equation model, in which educational ecology factors and mathematics motivation were modeled as predictors of numeracy achievement. The article reports "significant variance in student- and school-level numeracy achievement"; no effect size is printed.

"In turn, these factors explained significant variance in student- and school-level numeracy achievement."

Discussion¶

Related Claims¶

• Student, student/home, and school factors explain significant variance in student- and school-level mathematics motivation — related
• Student/home factors in the model comprised mathematics tutoring, competition participation, computer support, and practice tests — related
• Motivation's effect on later mathematical performance is indirect, mediated by executive functioning and early numeracy skills — related
• Initial motivation in kindergarten has no significant direct effect on mathematical performance two years later — related
• Integrated models combining mathematical and motivational propensities significantly explain algebra performance — related