Children’s mathematical achievement and its relation to working memory, test anxiety, self-regulation: a person-centered approach
2015 (English)In: Education Inquiry, ISSN 2000-4508, Vol. 6, no 1, 73-97 p.Article in journal (Refereed) Published
Meeting the challenges of teaching for all individuals requires a multifaceted approach, especially from the Swedish standpoint of inclusive education for all pupils. In the context of applied standards for receiving special educational provision, the present paper strives to shed light on the scope of novel indicators, which can accommodate pupils’ different needs. Founded upon 3 hitherto established robust psycho-educational concepts – working memory, test anxiety and self-regulation – all of which are important for educational, social, emotional and behavioural development, the present study examined those concepts in terms of profiles and their relations to mathematical achievement. 624 children between the ages of 8 and 10 completed a battery of tests, assessing working memory, test anxiety, self-regulation, and mathematical achievement. Person-centred analyses reiterated the negative academic outcomes associated with the aforementioned variables but also revealed individual variations that warrant attention. Furthermore pupils labelled with an ‘At-risk’ profile were more likely to achieve low Math scores, compared to pupils with an ‘In-vigour’ profile. Implication for special educational provision is discussed, and practical suggestions provided.
Place, publisher, year, edition, pages
2015. Vol. 6, no 1, 73-97 p.
Working memory; test anxiety; self-regulation; mathematics; primary school level
Psychology Educational Sciences Mathematics
Research subject Psychology
IdentifiersURN: urn:nbn:se:umu:diva-97277OAI: oai:DiVA.org:umu-97277DiVA: diva2:771056
FunderSwedish Research Council, 721-2011-2331