文章基本信息

标题：Construct Confounding Among Predictors of Mathematics Achievement
本地全文：下载
作者：Katerina Schenke ; Teomara Rutherford ; Arena C. Lam 等
期刊名称：AERA Open
印刷版ISSN：2332-8584
电子版ISSN：2332-8584
出版年度：2016
卷号：2
期号：2
页码：1-16
DOI：10.1177/2332858416648930
摘要：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.
关键词：mathematics achievement; cognitive development; construct validity; factor analysis