Cognitive Skills, Math-Related Emotions, and Beliefs Explaining Response to Arithmetic Fluency Intervention
Koponen, T., Aro, T., Leskinen, M., Peura, P., Viholainen, H., & Aro, M. (2023). Cognitive Skills, Math-Related Emotions, and Beliefs Explaining Response to Arithmetic Fluency Intervention. Journal of Experimental Education, Early online. https://doi.org/10.1080/00220973.2023.2219219
Published inJournal of Experimental Education
© 2023 The Author(s). Published with license by Taylor & Francis Group, LLC
We examined the associations of cognitive skills, math-related emotions and beliefs, and gender with responses to an arithmetic fluency intervention. Elementary school children with dysfluent arithmetic skills (N=69) participated in an arithmetic fluency intervention (with and without self-efficacy support) implemented in small groups in schools for 12 weeks. Hierarchical regression models including cognitive skills or math-related emotions and beliefs predicted 21% to 50% of the variation in the intervention response, i.e., improvement in arithmetic fluency. Cognitive skills were associated with the response mainly among boys, whereas math-related emotions and beliefs explained more among girls. Thus, both cognitive and non-cognitive factors and their interaction with gender should be considered when identifying non-responders who may need more individually tailored support at school.
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Additional information about fundingThis work was supported by Academy of Finland.
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