Multiple pathways to acquiring math knowledge

• In Event: 2-138 - Moderators of the Development of Mathematical Skills

Integrative Statement

Two facets of self-regulation—executive function (EF) and effortful control (EC)—contribute to children’s academic achievement. Given that exposure to poverty is linked to delays in EF and EC development, a question of concern is the extent to which EF and EC predict growth in academic skills for children from at-risk vs. not at-risk families. Few studies have explored the roles of EF and EC concurrently. We addressed this gap by examining growth in math knowledge from the first (K1) to the second year of kindergarten (K2). We also examined whether learning-related behaviors (e.g., concentration, persistence) mediate the links from EF and EC to math knowledge.

Participants were 5-year-old Singaporeans from at-risk (n=177) and not at-risk families (n = 193). The at-risk group had been exposed to at least one risk indicator (poor home literacy environment, low parental education, and low family income). At the start of K1, participants completed a battery of EF and EC tasks, and a math knowledge task (Test of Early Mathematics Ability, 3rd edition). Math knowledge was assessed again at end K1 and middle of K2. Class teachers rated children’s learning-related behaviors in K1 using the Children’s Behavior Rating Scale.

Latent growth curve analysis (with intercepts set at K2) showed no group differences in the rate of growth in math knowledge. However, children at-risk attained significantly lower scores on math knowledge at K2 compared to not at-risk children. For at-risk children, EF predicted K2 math knowledge directly and indirectly via learning-related behaviors. There were no significant associations between EC and K2 math knowledge for at-risk children. For not at-risk children, both EF and EC directly predicted K2 math knowledge but there were no indirect effects involving EF, EC, or learning-related behaviors.

Our findings extend the self-regulation literature by showing that self-regulation contributes to math knowledge via different pathways for children from at-risk and not at-risk families. Whereas children from at-risk families benefit from better EF and learning-related behaviors, children from not at-risk families benefit mainly from better EF and EC skills. We discuss the implications of these findings from a theoretical and practical perspective.

Authors

• EeLynn Ng, National Institute of Education, Singapore
  Presenting Author

• Rebecca Bull, National Institute of Education
  Non-Presenting Author

• David Munez, National Institute of Education, Singapore
  Non-Presenting Author