Learning-related behaviors as a mechanism linking executive function to mathematics achievement¶

Theory · All theories
Evidence · 4 claims (2 for, 2 mixed) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The article advances the account that children's learning-related behaviors, specifically task orientation, are a mechanism through which executive function relates to mathematics achievement. It notes that "there is some evidence that children’s learning behaviors are a mechanism through which EF is related to math achievement" but that "this pathway hasn’t been fully explored." The study tests this mechanism longitudinally in preschoolers and finds partial mediation through growth in task orientation.

Design Implications¶

Context¶

Requirements¶

• Longitudinal measurement of executive function, task orientation, and mathematics achievement across the pre-kindergarten year to test the mediating pathway

Constraints¶

• The pathway was tested for task orientation specifically, not all learning-related behaviors, and mediation was partial rather than full

Target Learners¶

• preschoolers (pre-kindergarten children)

Target Learning Objectives¶

• early mathematics achievement

Claims¶

• Task Orientation Partially Mediates Ef Math [+M]
• Children's executive function at the beginning of pre-kindergarten predicts growth in mathematics achievement across the pre-kindergarten year [+M]
• Girls show significantly higher task orientation than boys in preschool [~M]
• No statistically significant sex differences in the direct associations among EF, task orientation, and mathematics or in the mediating effect of task orientation [~M]

Related Theories¶

• Executive Function Development

Examples¶

-

Key Sources¶

• Tara Hofkens, Jessica Whittaker, Robert Pianta, Virginia Vitiello, Erik Ruzek, Arya Ansari. (2022). Pathways of mathematics achievement in preschool: Examining executive function and task orientation. Journal of Applied Developmental Psychology. https://doi.org/10.1016/j.appdev.2022.101432