Social Psychology of Education,
Journal Year:
2023,
Volume and Issue:
27(3), P. 1283 - 1304
Published: Nov. 9, 2023
Abstract
Growth
mindset
has
been
shown
to
predict
academic
achievement
in
a
variety
of
student
populations,
though
the
strength
relationship
can
vary
depending
on
characteristics
students
examined.
Using
large-scale
sample
middle
school
from
diverse
district
United
States,
we
examine
how
multiple
facets
students’
experiences
and
background
may
interact
impact
relation
between
achievement.
We
consider
whether
risk
factors
socioeconomic
status
(including
student’s
daily
experience
that
status)
recent
transition
interacted
with
predicting
show
is
most
predictive
two
factors.
These
results
highlight
importance
context
when
considering
might
be
used
improve
for
at
greatest
risk.
Trends in Neuroscience and Education,
Journal Year:
2024,
Volume and Issue:
36, P. 100237 - 100237
Published: July 14, 2024
Executive
functions
(EFs)
are
thought
to
work
in
concert
support
academic
skill.
However,
EFs
often
examined
independently,
obscuring
their
symbiotic
contribution.
We
the
relationship
between
students'
holistic
EF
profiles
and
success.
sampled
over
1200
7–15
year
old
students
from
a
diverse
school
district
(16
%
White;
32
low
income)
United
States.
used
9
assessments
construct
cognitive
via
self-organizing
maps.
then
related
achievement
scores
both
laboratory-based
state-administered
standardized
tests
of
reading
math.
Six
differed
performance,
but
differences
did
not
suggest
linear
individual
show
based
on
strengths
weaknesses
can
reveal
multiple
paths
same
outcome.
Vision,
Journal Year:
2022,
Volume and Issue:
6(1), P. 7 - 7
Published: Jan. 21, 2022
Precision
of
working
memory
(WM)
refers
to
the
objective
performance
individuals
when
trying
recall
features
encoded
WM
items.
Studies
precision
in
VWM
aim
identify
whether
differences
within
are
sensitive
individual
states
or
traits.
In
this
systematic
review,
we
study
and
it
reflects
true
ability
accurately
store
information,
thereby
possibly
a
more
measure
than
discrete
span
alone.
Sifting
through
327
abstracts,
identified
34
relevant
articles.
After
assessing
these
articles
with
regard
our
inclusion
criteria
test
participants
at
two
separate
time
points
have
sample
size
least
fifteen
participants,
found
four
longitudinal
studies
regarding
precision.
One
review
author
reviewers
independently
assessed
all
screening
selection
process
extracted
outcome
measures,
characteristics,
and,
possible,
test-retest
reliability
metrics.
Given
small
heterogeneous
sample,
could
not
yet
provide
conclusive
evidence
on
sensitivity
paradigms.
Future
research
should
include
precision,
address
both
healthy
adults
changes
during
key
developmental
trajectory
periods
clinical
populations.
The
present
study
tests
two
predictions
stemming
from
the
hypothesis
that
a
source
of
difficulty
with
rational
numbers
is
interference
whole
number
magnitude
knowledge.
First,
inhibitory
control
should
be
an
independent
predictor
fraction
understanding,
even
after
controlling
for
working
memory.
Second,
if
knowledge,
then
it
hinder
understanding.
These
were
tested
in
racially
and
socioeconomically
diverse
sample
US
children
(N=765;
337
female)
grades
3
(ages
8-9),
5
10-11),
7
12-13)
who
completed
battery
computerized
tests.
comparison
task
included
problems
both
shared
components
(e.g.,
3/5
>
2/5)
distinct
2/3
5/9),
congruent
5/6
3/4)
incongruent
3/4
5/7)
Inhibitory
predicted
performance
over
above
memory
across
component
congruency
types.
Whole
knowledge
did
not
instead
positively
fractions
components.
results
highlight
role
understanding
suggest
its
contribution
may
inhibiting
Executive
functions
(EFs)
are
thought
to
work
in
concert
support
such
important
life
skills
as
reading
and
mathematics.
However,
EFs
often
examined
independently,
their
combined
contribution
academic
achievement
remains
unclear.
Here,
we
show
how
constructing
cognitive
profiles
based
on
individual
strengths
weaknesses
across
a
range
of
EF
assessments
can
be
used
reveal
multiple
paths
the
same
outcome.
We
sampled
over
1200
7-15
year
old
students
from
diverse
school
district
(16%
White;
32%
low
income)
United
States
compared
measures
with
data
collected
9
different
assessments.
Cognitive
generated
via
self-organizing
maps
significantly
predicted
measured
using
both
laboratory-based
state-administered
standardized
tests
math.
The
distinct
relation
metrics
provide
unique
insights
into
interact
success.
Social Psychology of Education,
Journal Year:
2023,
Volume and Issue:
27(3), P. 1283 - 1304
Published: Nov. 9, 2023
Abstract
Growth
mindset
has
been
shown
to
predict
academic
achievement
in
a
variety
of
student
populations,
though
the
strength
relationship
can
vary
depending
on
characteristics
students
examined.
Using
large-scale
sample
middle
school
from
diverse
district
United
States,
we
examine
how
multiple
facets
students’
experiences
and
background
may
interact
impact
relation
between
achievement.
We
consider
whether
risk
factors
socioeconomic
status
(including
student’s
daily
experience
that
status)
recent
transition
interacted
with
predicting
show
is
most
predictive
two
factors.
These
results
highlight
importance
context
when
considering
might
be
used
improve
for
at
greatest
risk.
