Latent Modeling of Developmental Relationships Between Executive Functioning and Math Achievement in Early Elementary School

• In Event: Marriott Roundtable Session 29
  In Roundtable Session: Making Use of Large-Scale Assessment Data

Abstract

The relationship between executive function (EF) and math achievement has been extensively examined but little understood about their dynamic relationship. Using the nationally representative ECLS-K:2011 dataset, the current study compared various types of latent growth curve (LGC) models and latent change score (LCS) models to explore the relationship, and to examine these two types of growth models’ capacities. Findings indicated LCS was more robust than LGC. Findings also suggested that one of the two EF tasks, Dimensional Change Card Sort (cognitive flexibility), was the leading indicator and math was lagging while math was the leading indicator and number reverse is lagging. The study demonstrated that the two EF measures performed differently with number reverse performing worse that its counterpart.

Authors

• Kerry-Ann Lewis Pearcy, University of Denver

• Duan Zhang, University of Denver