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Construct Confounding among Predictors of Mathematics Achievement

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Title: Construct Confounding among Predictors of Mathematics Achievement
Language: English
Authors: Schenke, Katerina, Rutherford, Teomara, Lam, Arena C., Bailey, Drew H.
Source: AERA Open. Apr-Jun 2016 2(2).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2016
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A090527
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 3
Primary Education
Early Childhood Education
Grade 4
Intermediate Grades
Descriptors: Mathematics Achievement, Predictor Variables, Mathematics Skills, Elementary School Students, Grade 3, Grade 4, Short Term Memory, Learning Motivation, Standardized Tests, Mathematics Tests, Language Arts, Construct Validity, Correlation, Difficulty Level, Bias
ISSN: 2332-8584
Abstract: Identifying which early mathematics skills have the largest effects on later mathematics achievement has important implications. However, regression-based estimates often rely on untested assumptions: (a) Scores on different mathematics skills reflect unique constructs, and (b) other factors affecting early and later mathematics achievement are fully controlled. We illustrate a process to test these assumptions with a sample of third and fourth graders who completed measures of mathematics skills, working memory and motivation, and standardized mathematics and English language arts tests. Factor analyses indicated that mathematics skills largely reflect the same underlying construct. The skills that loaded highest on the general factor most predicted both later mathematics and English language arts, even after adjusting for working memory and motivation. Findings suggest that relations between earlier mathematics and later achievement largely reflected more general factors that contribute to children's learning. We discuss the importance of establishing construct validity in correlational studies.
Abstractor: As Provided
Number of References: 57
IES Funded: Yes
Entry Date: 2018
Accession Number: EJ1194598
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Construct Confounding among Predictors of Mathematics Achievement
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. Apr-Jun 2016 2(2).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 16
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  Data: 2332-8584
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Identifying which early mathematics skills have the largest effects on later mathematics achievement has important implications. However, regression-based estimates often rely on untested assumptions: (a) Scores on different mathematics skills reflect unique constructs, and (b) other factors affecting early and later mathematics achievement are fully controlled. We illustrate a process to test these assumptions with a sample of third and fourth graders who completed measures of mathematics skills, working memory and motivation, and standardized mathematics and English language arts tests. Factor analyses indicated that mathematics skills largely reflect the same underlying construct. The skills that loaded highest on the general factor most predicted both later mathematics and English language arts, even after adjusting for working memory and motivation. Findings suggest that relations between earlier mathematics and later achievement largely reflected more general factors that contribute to children's learning. We discuss the importance of establishing construct validity in correlational studies.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: Ref
  Label: Number of References
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  Data: 57
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1194598
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1194598
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Short Term Memory
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Mathematics Tests
        Type: general
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Construct Validity
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Bias
        Type: general
    Titles:
      – TitleFull: Construct Confounding among Predictors of Mathematics Achievement
        Type: main
  BibRelationships:
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      – PersonEntity:
          Name:
            NameFull: Schenke, Katerina
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            NameFull: Rutherford, Teomara
      – PersonEntity:
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            NameFull: Lam, Arena C.
      – PersonEntity:
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            NameFull: Bailey, Drew H.
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              Type: published
              Y: 2016
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              Value: 2332-8584
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              Value: 2
          Titles:
            – TitleFull: AERA Open
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