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- Publisher Website: 10.1016/j.jsp.2018.10.008
- Scopus: eid_2-s2.0-85056269583
- PMID: 30463667
- WOS: WOS:000453112800008
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Article: Sources of individual differences in young Chinese children’s reading and mathematics skills: A longitudinal study
Title | Sources of individual differences in young Chinese children’s reading and mathematics skills: A longitudinal study |
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Authors | |
Keywords | Approaches to learning Chinese children Mathematics Problem behavior Reading |
Issue Date | 2018 |
Publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/jschpsyc |
Citation | Journal of School Psychology, 2018, v. 71, p. 122-137 How to Cite? |
Abstract | This study investigated the longitudinal associations between four key elements of school readiness receptive vocabulary, socioemotional behavior, behavioral self-regulation, and approaches to learning and individual differences in young children's reading and mathematics trajectories. Chinese children (N = 588) were tested three times between the ages of five and six on their Chinese reading and mathematics skills, and their receptive vocabulary, problem behavior, behavioral self-regulation, and approaches to learning (competence motivation, learning strategy, and attention/persistence) were assessed at five years of age. Latent growth modeling revealed that receptive vocabulary and behavioral self-regulation played unique roles in predicting the levels of Chinese reading (vocabulary: beta = 0.15, p = .023; self-regulation: beta = 0.16, p = .001) and mathematics skills (vocabulary: beta = 0.25, p < .001; self-regulation: beta = 0.36, p < .001). Problem behavior and competence motivation were associated with the levels of mathematics skills (problem behavior: beta = -0.06, p = .046; competence motivation: beta = 0.16, p < .001) but not those of reading skills. Moreover, competence motivation predicted the growth rate of Chinese reading skills (beta = 0.18, p = .015). The findings extend the current literature by explicating the independent contributions made by early school readiness skills to individual differences in young Chinese children's acquisition of reading and mathematics skills. |
Persistent Identifier | http://hdl.handle.net/10722/275781 |
ISSN | 2023 Impact Factor: 3.8 2023 SCImago Journal Rankings: 1.840 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Zhang, X | - |
dc.contributor.author | Hu, BY | - |
dc.contributor.author | Ren, L | - |
dc.contributor.author | Fan, X | - |
dc.date.accessioned | 2019-09-10T02:49:34Z | - |
dc.date.available | 2019-09-10T02:49:34Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Journal of School Psychology, 2018, v. 71, p. 122-137 | - |
dc.identifier.issn | 0022-4405 | - |
dc.identifier.uri | http://hdl.handle.net/10722/275781 | - |
dc.description.abstract | This study investigated the longitudinal associations between four key elements of school readiness receptive vocabulary, socioemotional behavior, behavioral self-regulation, and approaches to learning and individual differences in young children's reading and mathematics trajectories. Chinese children (N = 588) were tested three times between the ages of five and six on their Chinese reading and mathematics skills, and their receptive vocabulary, problem behavior, behavioral self-regulation, and approaches to learning (competence motivation, learning strategy, and attention/persistence) were assessed at five years of age. Latent growth modeling revealed that receptive vocabulary and behavioral self-regulation played unique roles in predicting the levels of Chinese reading (vocabulary: beta = 0.15, p = .023; self-regulation: beta = 0.16, p = .001) and mathematics skills (vocabulary: beta = 0.25, p < .001; self-regulation: beta = 0.36, p < .001). Problem behavior and competence motivation were associated with the levels of mathematics skills (problem behavior: beta = -0.06, p = .046; competence motivation: beta = 0.16, p < .001) but not those of reading skills. Moreover, competence motivation predicted the growth rate of Chinese reading skills (beta = 0.18, p = .015). The findings extend the current literature by explicating the independent contributions made by early school readiness skills to individual differences in young Chinese children's acquisition of reading and mathematics skills. | - |
dc.language | eng | - |
dc.publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/jschpsyc | - |
dc.relation.ispartof | Journal of School Psychology | - |
dc.subject | Approaches to learning | - |
dc.subject | Chinese children | - |
dc.subject | Mathematics | - |
dc.subject | Problem behavior | - |
dc.subject | Reading | - |
dc.title | Sources of individual differences in young Chinese children’s reading and mathematics skills: A longitudinal study | - |
dc.type | Article | - |
dc.identifier.email | Zhang, X: xzhang1@hku.hk | - |
dc.identifier.authority | Zhang, X=rp02192 | - |
dc.description.nature | link_to_OA_fulltext | - |
dc.identifier.doi | 10.1016/j.jsp.2018.10.008 | - |
dc.identifier.pmid | 30463667 | - |
dc.identifier.scopus | eid_2-s2.0-85056269583 | - |
dc.identifier.hkuros | 303129 | - |
dc.identifier.volume | 71 | - |
dc.identifier.spage | 122 | - |
dc.identifier.epage | 137 | - |
dc.identifier.isi | WOS:000453112800008 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0022-4405 | - |