Early Math Interest and the Development of Math Skills

被引:102
作者
Fisher, Paige H. [1 ]
Dobbs-Oates, Jennifer [2 ]
Doctoroff, Greta L. [3 ]
Arnold, David H. [4 ]
机构
[1] Seton Hall Univ, Dept Psychol, S Orange, NJ 07079 USA
[2] Purdue Univ, Dept Human Dev & Family Studies, W Lafayette, IN 47907 USA
[3] Yeshiva Univ, Ferkauf Grad Sch Psychol, New York, NY 10033 USA
[4] Univ Massachusetts, Dept Psychol, Amherst, MA 01003 USA
关键词
math; interest; achievement; preschool; MATHEMATICS PERFORMANCE; GENDER-DIFFERENCES; EARLY READERS; TASK VALUES; ACHIEVEMENT; PRESCHOOL; MOTIVATION; SCHOOL; SELF; LITERACY;
D O I
10.1037/a0027756
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were related to strong math skills. Even when controlling for initial interest and a brief intelligence measure, math skills predicted math interest approximately 5 months later; in the same way, early interest predicted later skill, even controlling for initial interest. These findings suggest that a reciprocal relationship between math interest and math ability may be in place as early as preschool.
引用
收藏
页码:673 / 681
页数:9
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