The relation between executive functions, fine motor skills, and basic numerical skills and their relevance for later mathematics achievement

Gashaj, Venera; Oberer, Nicole; Mast, Fred W.; Roebers, Claudia M. (2018). The relation between executive functions, fine motor skills, and basic numerical skills and their relevance for later mathematics achievement. Early education and development, 30(7), pp. 913-926. Routledge 10.1080/10409289.2018.1539556

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Research Findings: This study examined the interrelations between fine motor skills, executive functions, and basic numerical skills in kindergarten as well as their predictive value for mathematics achievement in 2nd grade in a sample of 136 children. Structural equation modeling techniques were used to uncover the unique predictive value and mediation of 4 predictors. The results indicated that each of these factors made a unique contribution to the prediction of later mathematics achievement; when estimated simultaneously, basic numerical skills were the strongest predictor, which suggests that domain-specific factors have a greater impact on mathematics achievement than domain-general factors. A strong direct and indirect predictor was updating. Nevertheless, indirect effects of fine motor skills and an inhibition/switching factor indicated that domain-general skills have a direct impact on early domain-specific precursors and through them an indirect effect on mathematics achievement. Practice or Policy: These findings suggest that the relationship between motor skills, executive functions, and mathematical skills is more complex in its nature. Therefore, to achieve the best outcome, all skills should be promoted if a child has difficulties with mathematics.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology
07 Faculty of Human Sciences > Institute of Psychology > Cognitive Psychology, Perception and Methodology

Graduate School:

Swiss Graduate School for Cognition, Learning and Memory (SGS-CLM)

UniBE Contributor:

Gashaj, Venera; Oberer, Nicole; Mast, Fred and Roebers, Claudia

Subjects:

100 Philosophy > 150 Psychology

ISSN:

1040-9289

Publisher:

Routledge

Language:

English

Submitter:

Jennifer Ruth Sprenger

Date Deposited:

20 Mar 2019 09:09

Last Modified:

15 Sep 2019 02:30

Publisher DOI:

10.1080/10409289.2018.1539556

BORIS DOI:

10.7892/boris.124109

URI:

https://boris.unibe.ch/id/eprint/124109

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