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In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents’ Mathematics Achievement
Identifying meaningful cognitive and non-cognitive predictors of mathematical competence is critical for developing targeted interventions for students struggling with mathematics. Here, 317 students’ short-term verbal memory, verbal and visuospatial working memory, complex spatial abilities, intell...
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| Pubblicato in: | J Educ Psychol |
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| Autori principali: | , , , |
| Natura: | Artigo |
| Lingua: | Inglês |
| Pubblicazione: |
2020
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| Soggetti: | |
| Accesso online: | https://ncbi.nlm.nih.gov/pmc/articles/PMC8240551/ https://ncbi.nlm.nih.gov/pubmed/34211237 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1037/edu0000487 |
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