Examining Bidirectional Relationship Between Math Achievement and Behavior Problems of Elementary Students

• In Event: Predictors of Student Success in Mathematics Education

Abstract

The present study used ECLS-K:2011 to examine the bidirectionality and co-occurrence between math achievement and behavior problems of upper elementary school students. We analyzed the cross-lagged relations across four groups of students who had different initiating statuses in math achievement and behavior problems. We found a negative feedback cycle initiated by early learning difficulties in math where math achievement significantly predicted behavior problems, which subsequently predicted math achievement in later grades in all risk groups. We also found that behavior problems in Grade 4 mediated the relationship between math achievement in Grades 3 and 5. Our findings indicate that cross-effects of early math achievement may lead to positive outcomes in both math achievement and behavior in later grades.

Authors

• Jiyung Hwang

• Lexi Hwang, California State University - Los Angeles