Associations Between Self-Regulation and Mathematics Performance Among School-Age Dual Language Learners

• In Event: Poster Session 13
  In Poster Session: PS 13 Topic - Education, Schooling

Abstract

Poor school performance is associated with a range of devastating consequences including lowered occupational attainment as well as heightened psychopathology and substance use (Henry et al., 2012; Masten et al., 2005; Mirowsky & Ross, 2003). Self-regulatory processes facilitating goal-oriented thought and behavior are well-established in the literature as key predictors of academic achievement broadly as well as mathematics performance specifically (Clements et al., 2016; Mägi et al., 2016; Sánchez-Pérez et al., 2018). Yet, relatively few investigators have examined the links between self-regulatory skills and math achievement in children learning or exposed to two languages, also known as dual language learners (DLLs). English-Chinese DLLs in particular have been understudied, which is notable given observed differences in self-regulation development between Asian/Asian American and European American children (Lan et al., 2011; Tran et al., 2015). Furthermore, research shows that Chinese Americans have different academic trajectories from other groups (Pew Research Center, 2012). The present study, therefore, aimed to test the generalizability of associations between measures of self-regulation – specifically attention focusing (AF), inhibitory control (IC), behavioral persistence (BP), and a comprehensive measure of executive function (EF) – and math by drawing upon data collected from school-age, Chinese American DLLs.

The sample was drawn from the first two waves (1.5 years apart) of a three-wave longitudinal study of first- and second-generation, Chinese American children from immigrant families (N = 258, age = 6-9 yrs at Wave 1, 52.9% boys). At Wave 2, 93% of the original sample was retained. Children’s self-regulation and mathematics skills were assessed at both waves using cognitive, behavioral, and achievement tests. A computerized Go/No-Go task (Eriksen & Eriksen, 1974) was used to measure AF and IC. BP was assessed using a puzzle box task that provided opportunities for task deviation (Eisenberg et al., 2001, 2005). A computerized complex rule use task was used as a comprehensive EF measure jointly tapping IC, working memory, and cognitive flexibility (Baym et al., 2008). Math achievement was assessed using the Woodcock-Johnson Tests of Academic Achievement III Math Calculation Skills Cluster, which incorporates performance on both the Calculation and Math Fluency subtests (Woodcock et al., 2001).

Following correlation analyses used to identify covariates for testing the associations between self-regulation and math, four cross-lagged panel models were specified to test the bidirectional relations between each self-regulation measure and math. Controlling for autoregressive paths and covariates, there were two significant cross-lagged paths: the positive path from Wave 1 BP to Wave 2 math (βstandardized = 0.13, p = .044) and the positive path from Wave 1 math to Wave 2 comprehensive EF (βstandardized = 0.22, p = .001). The finding of significant, cross-domain paths in both directions across measures provides support for a bidirectional association between self-regulation and mathematics achievement among Chinese American DLLs. Results from the present study are largely consistent with previous research showing bidirectional relations among monolingual children.

Authors

• Ezra Mauer, University of California - Berkeley
  Presenting Author

• Qing Zhou, University of California - Berkeley
  Non-Presenting Author

• Yuuko Uchikoshi, University of California - Davis
  Non-Presenting Author