The main aim of this study was to estimate direct and indirect effects of phonological ability and vocabulary knowledge on subsequent mathematics and reading performance. To achieve our goals we used two-wave longitudinal data from the international Performance Indicators in Primary Schools...

Researchers have postulated that there is a positive effect of autonomy-supportive teacher practices on academic interest. Few studies, however, investigate how these practices can reduce the gender gap in mathematics interest. The goal of our study is to examine how autonomy-supportive...

Math achievement is affected by social factors such as socioeconomic status (SES) and domain-general cognitive factors such as phonological ability. Little is known how the effects of cognitive factors change depending on social factors during development. This study focuses on the estimation of...

In this study, we aimed to estimate the effect of phonological processing in the emergence of specific maths or combined maths and reading difficulties during the first year of schooling. We also estimated whether the high level of phonological processing could be a resource for coping with math...

Numerical information can be represented in three formats: two symbolic (visual (digits) and verbal (number words)) and one nonsymbolic (analog) format. Studies have shown that the precision of symbolic numerical representation is associated with math performance. The precision of symbolic...