Verbal short-term memory and academic self-efficacy are positively associated with children's vocabulary¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the best-fitting indirect SEM model, verbal short-term memory and self-efficacy were each positively associated with children's vocabulary. → E. de Bree 2021

Evidence¶

E. de Bree 2021¶

E. de Bree, M. Zee. (2021). The unique role of verbal memory, vocabulary, concentration and self-efficacy in children's listening comprehension in upper elementary grades. First Language. https://doi.org/10.1177/0142723720941680

q3 · i? · associational · r2

Structural equation models tested direct and indirect associations in 442 children aged 9-12; model comparison showed "The best-fitting model was an indirect model in which verbal short-term memory and self-efficacy were positively associated with children's vocabulary."

"The best-fitting model was an indirect model in which verbal short-term memory and self-efficacy were positively associated with children's vocabulary."

Discussion¶

Related Claims¶

• Vocabulary is positively associated with listening comprehension in upper elementary children (9-12 years)
• The indirect association between verbal short-term memory and listening comprehension through vocabulary just missed significance — related
• Self-reported concentration was examined as a contributor to listening comprehension but did not emerge in the best-fitting model — related
• Vocabulary mediates the association between academic self-efficacy and listening comprehension — related
• In a double mediation path model, RCR is associated with listening comprehension, which is associated with vocabulary, with the direct vocabulary-to-RCR effect fully mediated — related