Teacher-rated hyperactive/impulsive behavior did not predict any first-grade academic outcomes in children with low number sense¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Hyperactivity/impulsivity ratings did not uniquely predict first-grade number sense, applied problems, calculation, or reading, although they were correlated with attention problems. → Hassinger-Das 2013

Evidence¶

Hassinger-Das 2013¶

Hassinger-Das, B., Jordan, N. C., Glutting, J., Irwin, C., & Dyson, N. (2013). Domain General Mediators of the Relation between Kindergarten Number Sense and First-Grade Mathematics Achievement. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2013.09.008

q3 · i? · associational · r2

In the 107-child low-number-sense sample, SWAN Hyperactivity/Impulsivity subscale ratings (standardized betas .039, −.056, −.167, −.181 in Table 4) were not unique predictors in any MRA; the correlation between the two SWAN subscales was .810. No effect size was printed for the null findings.

"In contrast, teacher ratings of hyperactive/impulsive behavior did not predict any academic outcomes, although this behavior was correlated with ratings of attention problems."

Discussion¶

Related Claims¶

• Attention problems are more important than executive functioning for predicting first-grade calculation, while executive functioning is more important for applied problems — related
• Among kindergartners with low number sense, attention problems and executive functioning each uniquely predict first-grade mathematics outcomes — related
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