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Download full textChristopher L. Thomas; Jerrell C. Cassady – Journal of Research Initiatives, 2020
The current study was designed to examine the influence of self-affirmation on learners' executive attention and mathematical performance when confronted with stereotype threat. Participants (N = 206) were exposed to self-affirmation and stereotype threat manipulations, completed operation-span and letter memory tasks, and a series of…
Descriptors: Stereotypes, Self Concept, Positive Attitudes, Self Esteem
Direct linkStarkey, Prentice; Klein, Alice; Clarke, Ben; Baker, Scott; Thomas, Jaime – Grantee Submission, 2021
A socioeconomic status- (SES-) related achievement gap in mathematics emerges prior to school entry, and increases as children move through elementary school. This gap makes implementation of demanding mathematics standards (e.g., the Common Core State Standards) an ongoing challenge. Early educational intervention is a strategy for addressing…
Descriptors: Socioeconomic Influences, Low Income Students, Achievement Gap, Mathematics Achievement
Poorghorban, Maryam; Jabbari, Susan; Chamandar, Fatemah – Journal of Education and Learning, 2018
The purpose of this study was to understand the relationship between executive functions and mathematical abilities to determine the contribution of these functions to math performance. In this study, 30 students were selected from among 4th graders of elementary school, in two groups with low achievement in mathematics (poor) and high achievement…
Descriptors: Mathematics Achievement, Elementary School Students, Executive Function, Attention
Schonert-Reichl, Kimberly A.; Oberle, Eva; Lawlor, Molly Stewart; Abbott, David; Thomson, Kimberly; Oberlander, Tim F.; Diamond, Adele – Developmental Psychology, 2015
The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th…
Descriptors: Cognitive Development, Social Development, Emotional Development, Elementary School Students
Campos, Isabel S.; Almeida, Leandro S.; Ferreira, Aristides I.; Martinez, Luis F.; Ramalho, Gloria – European Journal of Psychology of Education, 2013
The present study aims to examine the relationship between cognitive factors and mathematical achievement in primary education. Participants were 103 Portuguese third grade students, aged 8 and 9. All participants completed a battery for working memory (WMTB-C), a test of general intelligence (Raven's Progressive Color Matrices), a selective…
Descriptors: Elementary School Students, Attention, Mathematics Instruction, Grade 3
Rhodes, Katherine T.; Branum-Martin, Lee; Washington, Julie A.; Fuchs, Lynn S. – Journal of Educational Psychology, 2017
Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a…
Descriptors: Arithmetic, Mathematics Tests, Test Format, Psychometrics
Miller, Daniel C. – School Psychology Forum, 2015
The Woodcock-Johnson-Fourth edition (WJ IV; Schrank, McGrew, & Mather, 2014a) and the Wechsler Intelligence Scale for Children-Fifth edition (WISC-V; Wechsler, 2014) are two of the major tests of cognitive abilities used in school psychology. The complete WJ IV battery includes the Woodcock-Johnson IV Tests of Cognitive Abilities (Schrank,…
Descriptors: Cognitive Ability, Cognitive Tests, Children, Intelligence Tests
Toll, Sylke W. M.; Van der Ven, Sanne H. G.; Kroesbergen, Evelyn H.; Van Luit, Johannes E. H. – Journal of Learning Disabilities, 2011
In the past years, an increasing number of studies have investigated executive functions as predictors of individual differences in mathematical abilities. The present longitudinal study was designed to investigate whether the executive functions shifting, inhibition, and working memory differ between low achieving and typically achieving children…
Descriptors: Group Membership, Learning Disabilities, Inhibition, Short Term Memory
