01802nam a22001937a 4500 20250116112508.0 250115b |||||||| |||| 00| 0 eng d 0022-0973 Tuire Koponen, Tuija Aro, Markku Leskinen, Pilvi Peura, Helena Viholainen, and Mikko Aro Cognitive Skills, Math-Related Emotions, and Beliefs ExplainingResponse to Arithmetic Fluency Intervention (Journal Article) Philadelphia, USA : Taylor and Francis Group and Routledge ,March 2024 411-430p. The Journal of Experimental Education Volume 92: Number 3-4, 2024 ***______{For Hard Copy, Please visit Library.}________*** 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. Arithmetic fluency | cognitiveskills | gender differences | math-related emotions https://doi.org/10.1080/00220973.2023.2219219 PER 46033 46032