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The Predictive Value of Study Orientations on Mathematics Performance in South African Grade 9 Learners
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Pakeezah Rajab; Benny Motileng – Pythagoras, 2024
Mathematics achievement is core to South Africa's readiness for digital innovation, yet current pass rates in this subject are below the global average. Simply attributing mathematics performance to intelligence does not fully account for the multifaceted reality of achievement in the subject. The current study investigated the value of both…
Descriptors: Mathematics Achievement, Mathematics Instruction, Grade 9, Foreign Countries
Early Mathematical Competencies and Later Outcomes: Insights from the Longitudinal Study of Australian Children
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MacDonald, Amy; Carmichael, Colin – Mathematics Education Research Group of Australasia, 2016
International research suggests that early mathematical competences predicts later mathematical outcomes. In this paper, we build on our previous study of young children's mathematical competencies (MacDonald & Carmichael, 2015) to explore the relationship between mathematical competencies at 4-5 years, as measured by teacher ratings, and…
Descriptors: Foreign Countries, Longitudinal Studies, Mathematics Instruction, Young Children
The Role of First-Language Listening Comprehension in Second-Language Reading Comprehension
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Edele, Aileen; Stanat, Petra – Journal of Educational Psychology, 2016
Although the simple view of reading and other theories suggest that listening comprehension is an important determinant of reading comprehension, previous research on linguistic transfer has mainly focused on the role of first language (L1) decoding skills in second language (L2) reading. The present study tested the assumption that listening…
Descriptors: Native Language, Listening Comprehension, Second Language Learning, Turkish
Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence
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Berninger, Virginia; Abbott, Robert; Cook, Clayton R.; Nagy, William – Journal of Learning Disabilities, 2017
Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…
Descriptors: Correlation, Attention Control, Executive Function, Multiple Regression Analysis
Associations of Temperament Traits and Mathematics Grades in Adolescents Are Dependent on the Rater but Independent of Motivation and Cognitive Ability
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Hintsanen, Mirka; Alatupa, Saija; Jokela, Markus; Lipsanen, Jari; Hintsa, Taina; Leino, Mare – Learning and Individual Differences, 2012
The current study examines associations between self- and teacher-rated temperament traits (activity, inhibition, negative emotionality, persistence, distractibility, and mood) and mathematics grades. The sample includes 310 ninth grade students (mean age 15.0) from several schools in Finland. Analyses were conducted with multilevel modeling.…
Descriptors: Grades (Scholastic), Student Motivation, Foreign Countries, Grade 9
Rational Thinking and Cognitive Sophistication: Development, Cognitive Abilities, and Thinking Dispositions
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Toplak, Maggie E.; West, Richard F.; Stanovich, Keith E. – Developmental Psychology, 2014
We studied developmental trends in 5 important reasoning tasks that are critical components of the operational definition of rational thinking. The tasks measured denominator neglect, belief bias, base rate sensitivity, resistance to framing, and the tendency toward otherside thinking. In addition to age, we examined 2 other individual difference…
Descriptors: Trend Analysis, Taxonomy, Cognitive Ability, Thinking Skills