Contribution of exekutive functions and self-control capacity to mathematics performance in elementary students

自我调节能力作为个人学习的先决条件是获得小学及以后数学能力的关键。然而，自我调节的不同方面和概念（源自不同的研究传统）在很大程度上是彼此分开研究的。更好地了解它们之间的相互作用和对数学成绩的共同影响，将为未来开发提高儿童数学成绩的干预措施奠定重要基础。该项目将有助于理清执行功能和自我控制能力在德国三年级数学教学中的独特和共同影响。在第一步中，将研究两个构念之间的关系，同时考虑动机成分（数学自我概念）。在第二步，执行功能和自我控制能力对数学成绩的贡献将被检验。拟议的项目将侧重于数学成绩。这是因为执行功能，以及自我控制能力，似乎对数学成绩特别重要（与其他学校科目相比）。三年级学生将被选为研究对象。在这个年龄段，执行功能和自我控制能力都很发达，并且相对稳定。此外，这个年龄段的孩子开始使用基于记忆的策略来解决数学问题；这是在接下来的学校生涯中解决数学问题的核心方法。拟议的项目有两个目标，其中包括几个研究问题。三年级数学教学情境下执行功能与自我控制能力关系的调查：1.1执行功能对数学成绩情境下的自我控制能力有促进作用吗？1.2在执行功能之外的数学表现背景下，动机成分是否有助于自我控制能力？数学教学背景下的执行功能和自我控制能力对三年级学生数学成绩的独特和共同贡献的调查：2.1数学教学背景下的执行功能和自我控制能力对数学成绩的贡献是否显著？这两个构念是否有共同的影响？2.2数学成绩背景下的执行功能和自我控制能力是否对以后的数学成绩有贡献？2.3数学教学背景下执行功能和自我控制能力对儿童数学成绩的相对贡献大小是否取决于数学成绩的测量（考试还是成绩？）

Self-regulatory capacities as individual learning preconditions are pivotal for acquiring mathematical competencies in elementary school and beyond. However, different aspects and conceptualizations of self-regulation (originating from different research traditions) have been investigated largely separately from one another. A better understanding of their interactions and joint influences on mathematics performance will lay crucial foundations for the future development of interventions to improve children's mathematics performance. The proposed project will contribute to disentangling the distinct and joint influences of executive functions and self-control capacity in the context of mathematics instruction in German third graders. In a first step, the relationship between both constructs will be investigated while taking into account motivational components (mathematics self-concept). In a second step, the contributions of executive functions and self-control capacity on mathematics performance will be examined. The proposed project will focus on mathematics performance. This is because executive functions, but also self-control capacity, seem to be particularly important for mathematics performance (as compared to other school subjects). Third graders will be selected as the study population. In this age group, executive functions as well as self-control capacity are well developed and relatively stable. Moreover, children in this age group start using memory-based strategies in mathematics problem solving; which is a central approach to mathematics problem-solving throughout the following school career. The proposed project has two aims which include several research questions.1. Investigation of the relationship between executive functions and self-control capacity in the context of mathematics instructions in third graders: 1.1 Do executive functions contribute to self-control capacity in the context of mathematics performance? 1.2 Do motivational components contribute to self-control capacity in the context of mathematics performance beyond executive functions?2. Investigation of the distinct and joint contributions of executive functions and self-control capacities in the context of mathematics instruction to mathematics performance in third graders: 2.1 Do executive functions and self-control capacity in the context of mathematics performance contribute distinctly to mathematics performance? Are there joint influences of both constructs? 2.2 Do executive functions and self-control capacity in the context of mathematics performance contribute to later mathematics performance? 2.3 Do the relative magnitudes of contributions of executive functions and self-control capacity in the context of mathematics instruction on children's mathematics performance depend on the measurement of mathematics performance (tests vs. grades?).