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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
2018-12-01
Source PublicationJournal of School Psychology
ISSN00224405
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: β = 0.15, p =.023; self-regulation: β = 0.16, p =.001) and mathematics skills (vocabulary: β = 0.25, p <.001; self-regulation: β = 0.36, p <.001). Problem behavior and competence motivation were associated with the levels of mathematics skills (problem behavior: β = −0.06, p =.046; competence motivation: β = 0.16, p <.001) but not those of reading skills. Moreover, competence motivation predicted the growth rate of Chinese reading skills (β = 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.
KeywordApproaches to learning Chinese children Mathematics Problem behavior Reading Receptive vocabulary Self-regulation
DOI10.1016/j.jsp.2018.10.008
URLView the original
Language英语
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Cited Times [WOS]:1   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionUniversity of Macau
Corresponding AuthorZhang,Xiao
Affiliation1.Faculty of Education,The University of Hong Kong,,Hong Kong
2.Faculty of Education,University of Macau,,Macao
3.Faculty of Education,East China Normal University,,China
4.School of Humanities and Social Science,Chinese University of Hong Kong (Shenzhen),,China
First Author AffilicationFaculty of Education
Corresponding Author AffilicationFaculty of Education
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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