File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Sources of individual differences in young Chinese children’s reading and mathematics skills: A longitudinal study

TitleSources of individual differences in young Chinese children’s reading and mathematics skills: A longitudinal study
Authors
KeywordsApproaches to learning
Chinese children
Mathematics
Problem behavior
Reading
Issue Date2018
PublisherPergamon. 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?
AbstractThis 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 Identifierhttp://hdl.handle.net/10722/275781
ISSN
2020 Impact Factor: 4.292
2015 SCImago Journal Rankings: 1.661
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZhang, X-
dc.contributor.authorHu, BY-
dc.contributor.authorRen, L-
dc.contributor.authorFan, X-
dc.date.accessioned2019-09-10T02:49:34Z-
dc.date.available2019-09-10T02:49:34Z-
dc.date.issued2018-
dc.identifier.citationJournal of School Psychology, 2018, v. 71, p. 122-137-
dc.identifier.issn0022-4405-
dc.identifier.urihttp://hdl.handle.net/10722/275781-
dc.description.abstractThis 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.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jschpsyc-
dc.relation.ispartofJournal of School Psychology-
dc.subjectApproaches to learning-
dc.subjectChinese children-
dc.subjectMathematics-
dc.subjectProblem behavior-
dc.subjectReading-
dc.titleSources of individual differences in young Chinese children’s reading and mathematics skills: A longitudinal study-
dc.typeArticle-
dc.identifier.emailZhang, X: xzhang1@hku.hk-
dc.identifier.authorityZhang, X=rp02192-
dc.description.naturelink_to_OA_fulltext-
dc.identifier.doi10.1016/j.jsp.2018.10.008-
dc.identifier.pmid30463667-
dc.identifier.scopuseid_2-s2.0-85056269583-
dc.identifier.hkuros303129-
dc.identifier.volume71-
dc.identifier.spage122-
dc.identifier.epage137-
dc.identifier.isiWOS:000453112800008-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0022-4405-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats