Initial motivation in kindergarten has no significant direct effect on mathematical performance two years later¶

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? In the structural model, the direct path from latent Motivation (T1) to latent Mathematical Performance (T2) was the only non-significant relation among latent variables. → 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

SEM results section: in the fitted model (χ2SB = 95.86, 59 df; CFI = 0.960), all latent-variable paths were significant except the direct Motivation-to-Performance path, which the authors describe as "not significant influence of latent Motivation (F1) on Mathematical Performance (F4)."

"The effects of the relations between the latent variables are significant, with the exception of the effect of the latent varia ble Motivation (T1) on Mathematic Performance (T2)."

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
• Motivation's effect on later mathematical performance is indirect, mediated by executive functioning and early numeracy skills
• Ecological factors and mathematics motivation explain significant variance in student- and school-level numeracy achievement — related