Does emotion regulation compensate deficits in various executive functions in children's and adolescents' mathematical achievement?

Kahl, Tobias; Grob, Alexander; Möhring, Wenke

doi:10.1016/j.lindif.2021.102034

Cited by 7 publications

(11 citation statements)

References 64 publications

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“…On the contrary, children with high DT can perform well academically, regardless of their EFs levels, which supports Gross and Stright's (2019) and Kahl et al (2021) proposal about the existence of specific affective compensatory resources in the face of low levels of executive processes.…”

Section: Discussionsupporting

confidence: 77%

“…Regarding math performance, DT showed a moderating effect on the relationship between visuospatial WM Kahl et al (2021) in the sense that emotion regulation compensates for low WM on mathematical achievement. These results indicate that children with low or average DT may make an effort to persist in school tasks, as has been recently proposed by other authors (i.e., Tonarely et al, 2020), and that this would demand, as a consequence, greater recruitment of EFs.…”

Section: Discussionmentioning

confidence: 96%

“…Gross and Stright (2019) found that “exuberance” could function as a compensatory resource because highly exuberant children would have high achievement regardless of their effortful control. Recently, Kahl, Grob, and Möhring (2021) reported that knowledge of emotion regulation strategies compensates for low WM in children's and adolescents' mathematical achievement (which was not found for inhibitory skills or cognitive flexibility).…”

mentioning

confidence: 99%

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Executive Functions and Academic Performance: The Moderating Role of Distress Tolerance

Andrés

Juric

Coni

et al. 2022

Mind Brain and Education

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The aim of this study was to analyze the moderating effect of distress tolerance (DT) on the relationship between executive functions and academic performance (AP). Participants were 270 children aged 9–12 years. Executive functions (EFs)—working memory (WM), inhibition, and cognitive flexibility—and DT were evaluated using computerized tasks. Direct measures of reading comprehension and mathematical calculation, as well as school grades, were used to assess AP. Results showed that verbal WM and cognitive flexibility were positively associated with reading indicators, but to a greater extent among children with medium and low DT. A positive association was found between visuospatial WM, and a mathematical indicator, to a greater extent among children with medium and low DT. The EFs did not show explanatory capacity for AP in children with high DT. These results suggest that DT could function as a “compensatory” resource.

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Section: Discussionsupporting

confidence: 77%

Section: Discussionmentioning

confidence: 96%

mentioning

confidence: 99%

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Executive Functions and Academic Performance: The Moderating Role of Distress Tolerance

Andrés

Juric

Coni

et al. 2022

Mind Brain and Education

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“…RESULTADOS DISCUSIÓN REFERENCIAS Compagnoni et al, 2019;Cortés et al, 2019;Geary et al, 2019;Kahl et al, 2021;Olivier et al, 2019). En este marco, Yeager y Dweck (2012) descubrieron que aquellos estudiantes que poseían una MC creían que su rendimiento académico futuro sería mejor, generando una mayor expectativa y disposición para trabajar en pos de ello, pudiendo incrementar sus resultados (Plaks & Stecher, 2007).…”

Section: Inicio Métodounclassified

El papel de la mentalidad de crecimiento en el desempeño de estudiantes de escuela primaria

Coni

Saldi

Villarramos

et al. 2022

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Objetivo. Estudiar la relación entre el tipo de mentalidad y el desempeño en comprensión lectora y aritmética de 247 estudiantes de 9 a 12 años de edad de dos escuelas de Argentina. Método. Los participantes completaron un cuestionario basado en una Escala de Mentalidad de Crecimiento y pruebas estandarizadas de comprensión lectora y cálculo aritmético. Además, se utilizaron las calificaciones escolares proporcionadas por docentes y datos sobre el estatus social (ES) aportados por padres/cuidadores. El diseño fue no experimental y transversal. Resultados. Los análisis de regresión jerárquica mostraron que a mayor mentalidad de crecimiento, mejor desempeño escolar, aún al controlar el efecto del ES. La relación del desempeño con las calificaciones fue más fuerte que con las pruebas estandarizadas.

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“…Bulunan bu sonucu destekler nitelikteki (Cruz Neri, Wagner & Retelsdorf, 2021; Chen, Lo & Wang, 2020) çalışmalarda tespit edilmiştir. Bulunan bu durumun aksine(Kahl, Grob & Möhring, ,2021) yılında yapmış olduğu araştırmada problem çözmenin yaş ile herhangi bir ilişkisin olmadığını ancak yaşının Sınıf…”

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Examining the Pre-Service Primary School Teachers' Beliefs about Mathematics Anxiety and Problem Solving

ÇINAR

Merç

2022

Celal Bayar Üniversitesi Sosyal Bilimler Dergisi

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This research was carried out in order to determine whether there is a significant relationship between the mathematics anxiety experienced by primary school teacher candidates and their beliefs about problem-solving, and it was carried out in the relational survey model. The population of this research consists of primary school teacher candidates studying in the 3rd and 4th grades in education faculties. The sample was obtained using by purposive sampling method and primary school teacher candidates studying in the 3rd and 4th grades of MCBÜ, Faculty of Education. In the research, ' MKÖ-Ö’' and ' M-PÇİÖ ' were applied. SPSS package program was used in the analysis of the obtained data. As a result of the findings, there was a relationship between math anxiety and gender, but no significant relationship was found between age and class variables, and it was concluded that there was a significant relationship between (MKÖ-Ö) (M-PÇİÖ) subscales.

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Does emotion regulation compensate deficits in various executive functions in children's and adolescents' mathematical achievement?

Cited by 7 publications

References 64 publications

Executive Functions and Academic Performance: The Moderating Role of Distress Tolerance

Executive Functions and Academic Performance: The Moderating Role of Distress Tolerance

El papel de la mentalidad de crecimiento en el desempeño de estudiantes de escuela primaria

Examining the Pre-Service Primary School Teachers' Beliefs about Mathematics Anxiety and Problem Solving

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