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 |
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