Spontaneous focusing on numerosity and motivational orientations as predictors of arithmetical skills from kindergarten to grade 2
Spontaneous focusing on numerosity and motivational orientations as predictors of arithmetical skills from kindergarten to grade 2
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自发地关注数字和动机取向作为从幼儿园到二年级算术技能的预测因素
DOI：
10.1007/s10649-018-9851-2
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发表时间：
2018
影响因子：
3.2
通讯作者：
M. Hannula
中科院分区：
文献类型：
--
作者：
Janne Lepola;M. Hannula
在这项为期3年的纵向研究中，我们研究了儿童的动机取向的相互作用，自发专注于数字性（SFON）和数字序列和算术技能从幼儿园（6岁）到1年级（7岁）。我们还研究了直接和间接的贡献的动机和SFON收购的算术技能从1年级到2年级（8岁）。这项研究涉及136名讲芬兰语的典型发育儿童。教师评级被用来评估儿童的动机取向（即，任务定向、任务回避定向和社会依赖定向。数字序列技能和SFON在幼儿园进行了评估，算术技能在幼儿园，一年级和二年级进行了评估。提出了一个理论模型的变量之间的关系，并使用路径分析的关联进行了分析。结果表明，任务定向、社会依赖定向和任务回避定向对数学成绩有独立的预测作用。此外，连同算术技能在一年级和幼儿园计数能力，他们帮助预测算术成绩在二年级。动机取向并不能解释SFON对后来算术技能的显著贡献。研究表明，动机取向和SFON都需要在教育背景下的关注和脚手架，如评估和教师与儿童的互动从早期开始。
In this 3-year longitudinal study, we examined the interplay of children’s motivational orientations, spontaneous focusing on numerosity (SFON) and number sequence and arithmetical skills from kindergarten (at age 6) to grade 1 (at age 7). We also examined the direct and indirect contributions of motivation and SFON to the acquisition of arithmetical skills from grades 1 to 2 (at age 8). The study involved 136 Finnish-speaking, typically developing children. Teacher ratings were used to assess the children’s motivational orientations (i.e., task orientation, task avoidance orientation and social dependence orientation) in kindergarten and grade 1. Number sequence skills and SFON were evaluated in kindergarten, and arithmetical skills were assessed in kindergarten, grade 1 and grade 2. A theoretical model of the relationships among the variables was proposed, and the associations were analysed using path analysis. The results showed that task orientation, social dependence orientation and task avoidance orientation were each unique predictors of later arithmetical achievement. Furthermore, together with arithmetical skills in grade 1 and counting abilities in kindergarten, they helped to predict arithmetical achievement in grade 2. Motivational orientations did not explain the significant contributions of SFON to later arithmetical skills. The study suggests that both motivational orientations and SFON require attention and scaffolding in educational contexts, such as assessment and teacher-child interaction from early on.
影响因子：
4
作者：
Duncan, Greg J.;Claessens, Amy;Duckworth, Kathryn
通讯作者：
Duckworth, Kathryn
影响因子：
4
作者：
Jordan, Nancy C.;Kaplan, David;Ramineni, Chaitanya;Locuniak, Maria N.
通讯作者：
Locuniak, Maria N.
影响因子：
3.6
作者：
Martin, Rebecca B.;Cirino, Paul T.;Sharp, Carla;Barnes, Marcia
通讯作者：
Barnes, Marcia