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Sources of individual differences in young Chinese children's reading and mathematics skill: A longitudinal study
Zhang, Xiao1; Hu, Bi Ying2; Ren, Lixin3; Fan, Xitao4
2018-12
Source PublicationJOURNAL OF SCHOOL PSYCHOLOGY
ISSN0022-4405
Volume71Pages:122-137
AbstractThis 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.
KeywordReading Mathematics Receptive vocabulary Problem behavior Self-regulation Approaches to learning Chinese children
DOI10.1016/j.jsp.2018.10.008
URLView the original
Indexed BySSCI
Language英语
WOS Research AreaPsychology
WOS SubjectPsychology, Educational
WOS IDWOS:000453112800008
PublisherPERGAMON-ELSEVIER SCIENCE LTD
Fulltext Access
Citation statistics
Cited Times [WOS]:1   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Affiliation1.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
Recommended Citation
GB/T 7714
Zhang, Xiao,Hu, Bi Ying,Ren, Lixin,et al. Sources of individual differences in young Chinese children's reading and mathematics skill: A longitudinal study[J]. JOURNAL OF SCHOOL PSYCHOLOGY,2018,71:122-137.
APA Zhang, Xiao,Hu, Bi Ying,Ren, Lixin,&Fan, Xitao.(2018).Sources of individual differences in young Chinese children's reading and mathematics skill: A longitudinal study.JOURNAL OF SCHOOL PSYCHOLOGY,71,122-137.
MLA Zhang, Xiao,et al."Sources of individual differences in young Chinese children's reading and mathematics skill: A longitudinal study".JOURNAL OF SCHOOL PSYCHOLOGY 71(2018):122-137.
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