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The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations.

ABSTRACT: Despite research demonstrating a strong association between early and later mathematics achievement, few studies have investigated mediators of this association. Using longitudinal data (n = 1,362), this study tested the extent to which mathematics self-concepts, school placement, executive functioning, and proficiency in fractions and division account for the association between mathematics achievement in first grade and at age 15. As hypothesized, a strong longitudinal association between first-grade and adolescent mathematics achievement was present (? = .36) even after controlling for a host of background characteristics, including cognitive skills and reading ability. The mediators accounted for 39% of this association, with mathematics self-concept, gifted and talented placement, and knowledge of fractions and division serving as significant mediators.

SUBMITTER: Watts TW

PROVIDER: S-EPMC4852708 | biostudies-literature | 2015 Nov-Dec

REPOSITORIES: biostudies-literature

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The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations.

Watts Tyler W TW Duncan Greg J GJ Chen Meichu M Claessens Amy A Davis-Kean Pamela E PE Duckworth Kathryn K Engel Mimi M Siegler Robert R Susperreguy Maria I MI

Child development 20150902 6

Despite research demonstrating a strong association between early and later mathematics achievement, few studies have investigated mediators of this association. Using longitudinal data (n = 1,362), this study tested the extent to which mathematics self-concepts, school placement, executive functioning, and proficiency in fractions and division account for the association between mathematics achievement in first grade and at age 15. As hypothesized, a strong longitudinal association between firs ...[more]

PMID: 26332124

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Project description:PurposeThis study aimed to examine both independent and dependent longitudinal associations of physical fitness (PF) components with academic achievement.MethodsA total of 954 fourth to seventh graders (9-15 yr [Mage = 12.5 yr], 52% girls) from nine schools throughout Finland participated in a 2-yr follow-up study. Register-based academic achievement scores (grade point average [GPA]) and PF were assessed in the spring of 2013-2015. Aerobic fitness was measured with a maximal 20-m shuttle run test, muscular fitness with curl-up and push-up tests, and motor skills with a 5-leaps test and a throwing-catching combination test. Structural equation modeling was applied to examine the longitudinal associations adjusting for age, gender, pubertal stage, body fat percentage, learning difficulties, and mother's education.ResultsThe changes in aerobic and muscular fitness were positively associated with the changes in GPA (B = 0.27, 99% confidence interval [CI] = 0.06-0.48; B = 0.36, 99% CI = 0.11-0.63, respectively), whereas the changes in motor skills were not associated with the changes in GPA. Better motor skills in year 2 predicted better GPA a year later (B = 0.06, 99% CI = 0.00-0.11; B = 0.06, 99% CI = 0.01-0.11), whereas aerobic and muscular fitness did not predict GPA. GPA in year 1 predicted both aerobic (B = 0.08, 99% CI = 0.01-0.15) and muscular (B = 0.08, 99% CI = 0.02-0.15) fitness, and motor skills (B = 0.08, 99% CI = 0.02-0.15) a year later.ConclusionThe changes in both aerobic and muscular fitness were positively associated with the changes in academic achievement during adolescence, whereas the changes in motor skills had only borderline significant association. However, better motor skills, although not systematically, independently predicted better academic achievement 1 yr later, whereas aerobic or muscular fitness did not. Better academic achievement predicted better motor skills, aerobic fitness, and muscular fitness. Developmental changes in adolescence may induce parallel and simultaneous changes in academic achievement and PF.

Project description:ObjectivesTo investigate longitudinal associations between gross motor development, motor milestone achievement and weight-for-length z scores in a sample of infants. In a secondary aim, we explored potential bidirectional relationships, as higher weight-for-length z scores may impede motor development, and poor motor development may lead to obesity.DesignThe design was an observational birth cohort.SettingWe used data from the Nurture study, a birth cohort of predominately black women and their infants residing in the Southeastern USA.Participants666 women enrolled their infants in Nurture. We excluded infants with missing data on exposure, outcome or main covariates, leaving a total analytic sample of 425 infants.Primary outcomeThe outcome was weight-for-length z score, measured when infants were 3, 6, 9 12 months.ResultsAmong infants, 64.7% were black, 18.8% were white and 16.9% were other/multiple race. Mean (SD) breastfeeding duration was 17.6 (19.7) weeks. Just over one-third (38.5%) had an annual household income of < $20 000. After adjusting for potential confounders, higher motor development score was associated with lower weight-for-length z score (-0.004; 95% CI -0.001 to -0.007; p=0.01), mainly driven by associations among boys (-0.007; 95% CI -0.014 to -0.001; p=0.03) and not girls (0.001; 95% CI -0.005 to 0.008; p=0.62). Earlier crawling was the only milestone associated with a lower weight-for-length z score at 12 months (-0.328; 95% CI -0.585 to 0.072; p=0.012). However, this association appeared to be driven by male infants only (-0.461; 95% CI -0.825 to -0.096; p=0.01). Weight-for-length z score was unrelated to subsequent motor development score and was thus not bidirectional in our sample.ConclusionsHigher motor development score and earlier crawling were associated with lower subsequent weight-for-length z score. However, this was primary true for male infants only. These findings contribute to the growing body of evidence suggesting that delayed motor development may be associated with later obesity.

Dataset Information

The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations.

Publications

The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations.

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