Cognitive Skills, Math-Related Emotions, and Beliefs ExplainingResponse to Arithmetic Fluency Intervention (Journal Article)

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Abstract:
We examined the associations of cognitive skills, math-related emotionsand beliefs, and gender with responses to an arithmetic fluency interven-tion. Elementary school children with dysfluent arithmetic skills (N¼69) par-ticipated in an arithmetic fluency intervention (with and without self-efficacy support) implemented in small groups in schools for 12 weeks.Hierarchical regression models including cognitive skills or math-relatedemotions and beliefs predicted 21% to 50% of the variation in the inter-vention response, i.e., improvement in arithmetic fluency. Cognitive skillswere associated with the response mainly among boys, whereas math-related emotions and beliefs explained more among girls. Thus, both cog-nitive and non-cognitive factors and their interaction with gender shouldbe considered when identifying non-responders who may need more indi-vidually tailored support at school.