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Zhao, Yiran Vicky; Gibson, Jenny Louise – Child Development, 2023
This large-scale and longitudinal study examines early home support for learning, formal/informal home mathematics activities, and their associations with children's mathematical development between age two and six. Data were collected in Germany between 2012 and 2018, N = 1184 (49% girls, 51% boys), and 15% of children had parents with a…
Descriptors: Family Environment, Mathematics Education, Predictor Variables, Mathematics Skills
Howard, Nicol R.; Howard, Keith E.; Busse, R. T.; Hunt, Christine – Urban Education, 2023
This research was conducted to examine the influence of parental involvement, in the form of parent conversations, on mathematics achievement for high school girls. Data from the High School Longitudinal Study of 2009 (HSLS:09) public-use file provided a sample of 13,694 students, including 6,592 girls for our analyses. A scale for measuring…
Descriptors: Parent Participation, Predictor Variables, STEM Education, Mathematics Achievement
Yuting Liu; Peng Peng; Xueye Yan – Grantee Submission, 2025
In this meta-analysis of 54 longitudinal studies with over 58,000 students in kindergarten through 12th grade, we examined the predictive nature of early numeracy measured at or before the first year of formal schooling in relation to later mathematics. Results showed that early numeracy significantly predicted mathematics measured after 6 months…
Descriptors: Numeracy, Mathematics Skills, Mathematics Education, Predictor Variables
Klint Kanopka; Susana Claro; Susanna Loeb; Martin West; Hans Fricke – AERA Open, 2024
Prior work has shown that students' self-reported levels on social-emotional measures predict achievement levels and gains, but we have little evidence on whether within-student changes in self-reports on social-emotional surveys are predictive of changes in theoretically related academic and behavioral outcomes. We use large-scale data from the…
Descriptors: Social Emotional Learning, Interpersonal Competence, Self Evaluation (Individuals), Longitudinal Studies
Matthew E. Foster; Jacqueline M. Caemmerer; Briana Hennessy; Sara A. Smith; Lisa M. López; Trina D. Spencer – Elementary School Journal, 2024
Using the Early Childhood Longitudinal Study Kindergarten Cohort (2010-2011), this study is the first to investigate predictors of kindergarten science achievement and growth across elementary school--English language proficiency (ELP), executive functioning, math and reading achievement, parent-engaged science and math activities, and classroom…
Descriptors: Predictor Variables, Kindergarten, Young Children, Science Achievement
Jiye Kim – International Journal of Child Care and Education Policy, 2024
Kindergarten is emphasized as a critical first entry into the education system, as politicians and pundits believe kindergartners' success can lead to later academic achievement. Therefore, a comprehensive understanding of kindergarten school readiness data should consider how it is measured and how that affects learning. Using the Early Childhood…
Descriptors: Kindergarten, School Readiness, Teacher Attitudes, Cognitive Style
Fu, Yuan Chih; Chen, Sheng Lee; Quetzal, Amelio Salvador; Lee, Hsiu Ming; Lin, Yi Hua – Asia Pacific Education Review, 2022
This study investigated the growth trajectory of academic achievement in Math and English among 519 students in a vocational senior high school in Taiwan. Covering the complete individual learning profile, our dataset included pre-enrollment variables, periodic test scores, and college entrance examination scores. We employed a group-based…
Descriptors: Foreign Countries, High School Students, Academic Achievement, Longitudinal Studies
Roof, Holly; Chimuma, Lilian – Educational Research: Theory and Practice, 2022
Science, Technology, Engineering, and Math (STEM) education is considered critical and valid for the modern workforce which is strongly enveloped in technology. Therefore, it is imperative to reinforce science and math education and knowledge among students early in their educations. Despite this understanding, most research has focused on the…
Descriptors: Reading Achievement, Mathematics Achievement, Science Achievement, STEM Education
Scalise, Nicole R.; Ramani, Geetha B. – Journal of Cognition and Development, 2021
Young children's symbolic magnitude understanding, or knowledge of how written numerals and number words can be ordered and compared, is thought to play an important role in their mathematical development. There is consistent evidence that symbolic magnitude skills predict mathematical achievement in later childhood and adulthood. Yet less is…
Descriptors: Predictor Variables, Symbols (Mathematics), Mathematics Skills, Mathematics Achievement
Ethan R. Van Norman; Emily R. Forcht – Journal of Education for Students Placed at Risk, 2024
This study evaluated the forecasting accuracy of trend estimation methods applied to time-series data from computer adaptive tests (CATs). Data were collected roughly once a month over the course of a school year. We evaluated the forecasting accuracy of two regression-based growth estimation methods (ordinary least squares and Theil-Sen). The…
Descriptors: Data Collection, Predictive Measurement, Predictive Validity, Predictor Variables
Tan, Li; Main, Joyce B.; Darolia, Rajeev – Journal of Engineering Education, 2021
Background: Given the importance of engineers to a nation's economy and potential innovation, it is imperative to encourage more students to consider engineering as a college major. Previous studies have identified a broad range of high school experiences and demographic factors associated with engineering major choice; however, these factors have…
Descriptors: High School Students, Predictor Variables, Majors (Students), Engineering Education
Forsblom, Lara; Pekrun, Reinhard; Loderer, Kristina; Peixoto, Francisco – Journal of Educational Psychology, 2022
Based on control-value theory (CVT), we examined longitudinal relations between students' control and value appraisals, three activity-related achievement emotions (enjoyment, anger, and boredom), and math achievement (N = 1,716 fifth and seventh grade students). We assessed appraisals and emotions with self-report measures of perceived competence…
Descriptors: Cognitive Processes, Coping, Psychological Patterns, Mathematics Achievement
Bohrnstedt, George W.; Cohen, Emma D.; Yee, Darrick; Broer, Markus – Social Psychology of Education: An International Journal, 2021
While substantial research has shown the relationship between earlier mathematics coursetaking and later mathematics achievement, recent research suggests that mathematics motivation is an important predictor of grade 12 mathematics achievement as well. The current study extends this research by examining the role of mathematics identity at grade…
Descriptors: Self Concept, Self Evaluation (Individuals), Correlation, Grade 11
Marsh, Herbert W.; Pekrun, Reinhard; Lüdtke, Oliver – Educational Psychology Review, 2022
Much research shows academic self-concept and achievement are reciprocally related over time, based on traditional longitudinal data cross-lag-panel models (CLPM) supporting a reciprocal effects model (REM). However, recent research has challenged CLPM's appropriateness, arguing that CLPMs with random intercepts (RI-CLPMs) provide a more robust…
Descriptors: Self Concept, Grades (Scholastic), Gender Differences, Mathematics Achievement
Józsa, Krisztián; Amukune, Stephen; Zentai, Gabriella; Barrett, Karen Caplovitz – Journal of Intelligence, 2022
Research has shown that the development of cognitive and social skills in preschool predicts school readiness in kindergarten. However, most longitudinal studies are short-term, tracking children's development only through the early elementary school years. This study aims to investigate the long-term impact of preschool predictors, intelligence,…
Descriptors: Foreign Countries, School Readiness, Intelligence Tests, Preschool Children