For children with low preschool math ability, higher executive function and more positive teacher relationships are associated with higher-than-expected kindergarten math, with the preschool–kindergarten association stronger among children low in these moderators¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2–r3 · q3 · i2–i3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Simple slopes showed the preschool–kindergarten ECLS-K Math association was stronger among children with lower executive function (β = 0.37) than higher executive function (β = 0.24). → Blair 2016 q3 i2 The preschool–kindergarten ECLS-K Math association was stronger among children with a less positive teacher relationship (β = 0.47) than a more positive one (β = 0.30). → Blair 2016 (2)

Evidence¶

Blair 2016¶

Blair, Clancy; McKinnon, Rachel D.; the Family Life Project Investigators. (2016). Moderating effects of executive functions and the teacher–child relationship on the development of mathematics ability in kindergarten. Learning and Instruction, 41, 85–93. https://doi.org/10.1016/j.learninstruc.2015.10.001

q3 · i3 · associational · r2

Follow-up simple-slopes tests of the significant EF × preschool math interaction in the multilevel model. The negative interaction sign reflects a stronger stability association for lower-EF children (β = 0.37 vs 0.24), consistent with high-EF children with low preschool math making larger gains.

"Follow-up tests of the simple slopes indicated that the association between preschool and kindergarten ECLS-K Math scores was stronger among children with lower levels of executive function, β = 0.37, p < .001, than among children with higher levels of executive function, β = 0.24, p < .001."

Blair 2016 (2)¶

Blair, Clancy; McKinnon, Rachel D.; the Family Life Project Investigators. (2016). Moderating effects of executive functions and the teacher–child relationship on the development of mathematics ability in kindergarten. Learning and Instruction, 41, 85–93. https://doi.org/10.1016/j.learninstruc.2015.10.001

q3 · i2 · associational · r3

Follow-up simple-slopes tests of the significant teacher–child relationship × preschool math interaction. Children with more positive relationships showed a weaker stability association (β = 0.30 vs 0.47), i.e., greater deflection from their preschool level.

"Again, the association between preschool and kindergarten ECLS-K Math Scores was stronger among children with a less positive relationship with the kindergarten teacher, β = 0.47, p < .001, compared to children with a more positive relationship with the kindergarten teacher, β = 0.30, p < .001."

Discussion¶

Related Claims¶

• Preschool executive function positively predicts kindergarten math on both measures, while teacher–child relationship quality shows only a trend-level main effect on ECLS-K Math and none on Applied Problems — related
• Executive function at 48 months moderates the preschool-to-kindergarten development of math ability on the ECLS-K Math battery but not the Applied Problems subtest — related
• Quality of the kindergarten teacher–child relationship moderates the preschool-to-kindergarten development of math ability on the ECLS-K Math battery but not the Applied Problems subtest — possibly the same claim (merge candidate)
• Preschool math ability significantly predicts kindergarten math ability on both the ECLS-K Math battery and the Applied Problems subtest — related
• Studies relying exclusively on the Applied Problems subtest are likely to miss small but meaningful influences on early math achievement because the measure is less sensitive to variation among young children — related
• Negative aspects of the teacher–student relationship are particularly predictive of peer relationships — related
• Inference-based instruction and teacher–student conflict were more strongly associated with math achievement and growth for children with low early math skills (a three-way interaction in observational data) — related