Sources of individual differences in young Chinese children's reading and mathematics skill: A longitudinal study

被引:30
|
作者
Zhang, Xiao [1 ]
Hu, Bi Ying [2 ]
Ren, Lixin [3 ]
Fan, Xitao [4 ]
机构
[1] Univ Hong Kong, Fac Educ, Pokfulam Rd, Hong Kong, Peoples R China
[2] Univ Macau, Fac Educ, Macau, Peoples R China
[3] East China Normal Univ, Fac Educ, Shanghai, Peoples R China
[4] Chinese Univ Hong Kong Shenzhen, Sch Humanities & Social Sci, Shenzhen, Peoples R China
关键词
Reading; Mathematics; Receptive vocabulary; Problem behavior; Self-regulation; Approaches to learning; Chinese children; BEHAVIORAL SELF-REGULATION; EXECUTIVE FUNCTION SKILLS; ACADEMIC-ACHIEVEMENT; HEAD-START; SCHOOL READINESS; PEER REJECTION; SOCIAL-SKILLS; ORAL LANGUAGE; PRESCHOOL; KINDERGARTEN;
D O I
10.1016/j.jsp.2018.10.008
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
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.
引用
收藏
页码:122 / 137
页数:16
相关论文
共 50 条