Motivation's effect on later mathematical performance is indirect, mediated by executive functioning and early numeracy skills¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Sobel tests confirmed significant indirect effects of Motivation on Mathematical Performance through Executive Functioning and through Early Numeracy Skills, and of Executive Functioning through Early Numeracy Skills. → Mercader J 2018

Evidence¶

Mercader J 2018¶

Mercader J, Miranda A, Presentación MJ, Siegenthaler R and Rosel JF (2018) Contributions of Motivation, Early Numeracy Skills, and Executive Functioning to Mathematical Performance. A Longitudinal Study. Front. Psychol. 8:2375. https://doi.org/10.3389/fpsyg.2017.02375

q3 · i? · associational · r2

Mediation analysis following Baron and Kenny on the same longitudinal SEM sample: the total effect of Motivation on Performance was significant (model CFI = 0.997), and Sobel tests confirmed the indirect paths, supporting hypothesis 4.

"The indirect effects of the latent variable Motivation (F1) on the latent variable Mathematic Performance (F4) were significant both in the latent variable Executive Functioning (F2) (Sobel Test = 3.68; SE = 0.09; p < 0.001) and in the latent variable Early Numeracy Skills (F3) (Sobel Test = 4.52; SE = 0.07; p < 0.001)."

Discussion¶

Related Claims¶

• Executive functioning and early numeracy skills assessed in kindergarten directly predict mathematical performance in second grade, jointly explaining 57.3% of its variance
• Mindsets relate to kindergarteners' achievement indirectly through executive functions and classroom behavioral self-regulation as mediators
• Early language and executive skills at age 3–4 predict preschool counting and number knowledge, which mediate their influence on later arithmetic
• Growth in task orientation partially mediates the association between executive function and mathematics achievement in preschoolers
• Initial motivation in kindergarten has no significant direct effect on mathematical performance two years later
• Children's executive function at the beginning of pre-kindergarten predicts growth in mathematics achievement across the pre-kindergarten year — related
• Executive skills, but not nonverbal IQ, at age 3–4 predict preschool counting and number knowledge — related
• Preschool executive functions robustly predict mathematical skills during preschool and later in development — related
• Ecological factors and mathematics motivation explain significant variance in student- and school-level numeracy achievement — related