Cognitive skills, self-beliefs and task interest in children with low reading and/or arithmetic fluency

Pulkkinen, Jenni; Eklund, Kenneth; Koponen, Tuire; Heikkilä, Riikka; Georgiou, George K.; Salminen, Jonna; Daal, Victor Van; Aro, Mikko

doi:10.1016/j.lindif.2022.102160

Cited by 17 publications

(13 citation statements)

References 63 publications

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“…This suggests that the early advantages of cognitive numerical and non-numerical skills, motivational factors, and parental factors were reflected in the strong start in the arithmetic skills observed in those belonging to the profile with precocious onset. This is consistent with the vast literature indicating that lower performance in early cognitive skills (e.g., Amland et al, 2021;Geary et al, 2018;Koponen et al, 2019;Kroesbergen et al, 2022;Nelson & Powell, 2018;Pulkkinen et al, 2022), family risk for math difficulties (e.g., Khanolainen et al, 2020;Soares et al, 2018), less rich home numeracy environment (e.g., Kleemens et al, 2012;Lehrl et al, 2020), and lower motivation (e.g., Cai et al, 2018;Hirvonen et al, 2012) are associated with lower arithmetic skills. This interpretation is also supported by the several differences that were identified between the profiles with precocious and delayed onsets.…”

Section: Profile Membership Predictionsupporting

confidence: 88%

“…Given the association between the development of basic and complex math skills (Kleemans et al, 2018;Kroesbergen et al, 2022) Zhang & Lin, 2015), counting (e.g., Bernabini et al, 2021;Cirino et al, 2018;Koponen et al, 2019;Nelson & Powell, 2018), number concepts (Geary et al, 2018;Kroesbergen et al, 2022), and RAN (Donker et al, 2016;Kroesbergen et al, 2022;Pulkkinen et al, 2022). In addition, a recent metaanalysis showed that also various language skills, namely phonological awareness, RAN, vocabulary, and listening comprehension, correlate moderately to highly with mathematics (Peng et al, 2020).…”

Section: Predictors Of Arithmetic Skillsmentioning

confidence: 99%

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Developmental Profiles of Arithmetic Fluency Skills from Grades 1 to 9 and their Early Identification

Psyridou¹,

Torppa²,

Tolvanen³

et al. 2023

Preprint

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The aim of the present study was to examine the kinds of developmental profiles of arithmetic skills that can be identified across Grades 1 to 9 (ages 7 to 16) in a large Finnish sample (n = 2,518). The study also examined whether membership in the developmental profiles could be predicted using a comprehensive set of kindergarten-age factors, including information on numerical and non-numerical cognitive skills, motivational, parental, and home environment factors, and gender. Four profiles of arithmetic skills development were identified using a factor mixture model: persistent arithmetic difficulties (12.23%), precocious onset (50.24%), delayed onset (36.96%), and precocious onset with a Grade 7 drop (.06%). The Cholesky models predicting membership in the three largest profiles suggested that overall, the strongest kindergarten-age predictors were cognitive skills (especially counting, number concepts, spatial relations, RAN, phonological awareness, and letter knowledge), but motivational, parental, and home environment factors were also significant. Membership in the profile with precocious onset was predicted by most of the kindergarten-age measures, suggesting that the strengths in early skills, as well as motivation, parental, and home environment factors, are reflected in the advanced start in arithmetic development at school. The profiles with delayed onset and persistent difficulties were similar in most kindergarten-age measures but differed in task avoidance and four cognitive skills (letter knowledge, counting, number concept, and RAN), suggesting that these factors predict differential development over the longer term.

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Section: Profile Membership Predictionsupporting

confidence: 88%

Section: Predictors Of Arithmetic Skillsmentioning

confidence: 99%

Developmental Profiles of Arithmetic Fluency Skills from Grades 1 to 9 and their Early Identification

Psyridou¹,

Torppa²,

Tolvanen³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…This happens because when students are given series image media, students need to analyse the image in depth in terms of image continuity, so students do not relate events in the connectedness of sentences in paragraphs. But research shows that it is natural that most third graders do not show soft skills (Durnali et al, 2022;Pulkkinen et al, 2022). This demonstrates that the empowerment of writing skills is influenced by others.…”

Section: Discussionmentioning

confidence: 99%

Exploration: Creative Thinking Skills in Writing Essays Media-Based Image Series

Ayu

Suharno

Suryandari

2023

International j.of Elementary Education

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Creative thinking is an essential skill in learning for students. Students can think creatively by showing new ways of thinking, daring to compile questions and likely answers, and giving new ideas. In addition, this study aims to analyses creative thinking skills using a series of image media. This research uses descriptive qualitative research with a case study model. The subjects of this study were grade III students numbering 50 students. This research method uses interviews to follow up on these findings. Interviews were conducted to find out the problems that occurred. The interview used is structured. Data analyses in this study used the theory of Miles and Huberman. The results of the overall research and creative thinking skills in writing essays with series image media still have to be re-evaluated. The students seemed to have trouble getting ideas into narrative-based writing. This will result in learning to write narratives that are hampered. In general, it is proven that more than half of the sample numbers of students still do not meet the four aspects of creative thinking indicators, so it will undoubtedly hinder the learning process in the classroom, especially related to writing skills. This research implies that it is hoped that all stakeholders will be able to realize the importance of creative thinking skills early by training students using series image media or others.

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“…The study of Pulkkinen et al (2022) to identify lower early cognitive and motivational scores for reading and arithmetic fluency among Finnish third-grade students, the sample consisted of (197) people with low fluency in reading and arithmetic or both, and using the sequential comparative approach, the study concluded that all groups with low fluency showed low and rapid naming and counting skills throughout the primary school years, while those showed the groups in other cognitive skills have different patterns. Also, all groups with fluency problems showed lower self-efficacy and self-concept in the domain in which they encountered difficulties.…”

Section: Previous Studiesmentioning

confidence: 99%

The Cognitive agility and its relationship to psychological fluency and psychological Tranquility among a sample of Yemeni youth

2023

JEAHS

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Positive psychology, as a contemporary trend, is concerned in cognitive agility with effective ability and skill, and the employment of psychological energy and positive emotions. The research aims to identify the level of cognitive agility, psychological fluency, and psychological reassurance among a sample of Yemeni youth, and to reveal the relationship of cognitive agility to both psychological fluency and psychological reassurance among them. In addition, to reveal the differences in the variables between sample members according to gender (male, female) and types of occupations. Descriptive correlation method was adopted. The research tools were applied: measures of cognitive agility, fluency, and psychological reassurance, on a sample of (122) Yemeni youth, who were randomly selected from the residents of the Kingdom of Saudi Arabia. The most important results concluded that there is a high level of cognitive flexibility and fluency among the Yemeni youth surveyed. And the level of "above average" in their sense of psychological reassurance, and the existence of a relationship of cognitive agility with both psychological fluency and psychological reassurance, which is a significant correlation at the level of (0.01). There are statistically significant differences between males and females in the cognitive agility variable, which is significant in favor of females. There are statistically significant differences between the mean of males and females in the variable of psychological fluency in favor of males, and there are no statistically significant differences in psychological reassurance, likewise, there are no statistically significant differences in the three variables according to occupation.

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Cognitive skills, self-beliefs and task interest in children with low reading and/or arithmetic fluency

Cited by 17 publications

References 63 publications

Developmental Profiles of Arithmetic Fluency Skills from Grades 1 to 9 and their Early Identification

Developmental Profiles of Arithmetic Fluency Skills from Grades 1 to 9 and their Early Identification

Exploration: Creative Thinking Skills in Writing Essays Media-Based Image Series

The Cognitive agility and its relationship to psychological fluency and psychological Tranquility among a sample of Yemeni youth

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