The mediating effects of executive functioning and attention problems did not significantly differ from each other on any first-grade outcome¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Contrast tests of the two mediators' indirect effects showed no statistically significant difference between executive functioning and attention problems on any outcome. → 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
Bootstrapped mediator-contrast estimates in the 107-child sample (Table 5) were −.126 (number sense), −.004 (applied problems), and −.153 (calculation), with bias-corrected confidence intervals including zero in each case. No effect size was printed for these null contrasts.
"Across all three analyses, comparisons between the mediating effects of executive functioning vs. attention problems showed that the two variables did not significantly differ from each other on any outcome."
Discussion¶
Learner Variables¶
- Executive Function — predictor: learners who differ on it differ in outcomes
- Self-Regulation — predictor: learners who differ on it differ in outcomes
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
- Teacher-rated hyperactive/impulsive behavior did not predict any first-grade academic outcomes in children with low number sense — related
- Teacher-rated behavioral inattention was not uniquely predictive of any grade 1 math outcome despite significant zero-order correlations — related
- Executive functioning was not a significant unique predictor of first-grade reading in children with low number sense — related
- Sustained attention predicts number sense task performance — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mediators-not-significantly-different |
title |
The mediating effects of executive functioning and attention problems did not significantly differ from each other on any first-grade outcome |
description |
The mediating effects of executive functioning and attention problems did not significantly differ from each other on any first-grade outcome |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hassinger-das-2013 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.