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Item type:Publication, The mediating role of self-regulation in the relationship between parenting behaviors and early mathematical development in Peruvian preschool children(Hipatia Editorial, 2022-10-01)A significant way to contribute in the analysis of deficiencies in school performance, a known issue particularly in mathematics, is by delving into children’s development of informal mathematics during their early childhood, and thus have better elements to intervene in a more timely, effective manner. From this point of view, this study analyzes how the relationship between parenting behavior and early mathematics can be mediated by the development of self-regulation in children. The sample of the study is made of 85 students, between 5 and 6 years old, who are in their last year of preschool in two public schools in Lima. The instruments used are the Spanish translations of the Test of Early Mathematics Ability - 3, Head-Toes-Knees-Shoulders task and Parent Behavior Inventory. The main results show that self-regulation in children and their caregivers’ parenting behavior are significant predicting variables in early mathematical development. Specifically, the findings suggest that self-regulation in children can significantly mediate the relationship between the dimension of support/engagement in parenting behavior and the development of early mathematics in children during preschool. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Análisis predictivo del desempeño académico en niños peruanos: el rol del control intencional y el agrado hacia la escuela(Universidad de Almeria, 2022-09-01)Introduction. In Peru, there are few studies that include individual differences between stu-dents to explain their academic performance at the beginning of formal schooling. For that reason, the aim of the present study was to predict the perceived academic performance of a group of students based on the following variables: effortful control (EC) and school liking (SL). Method. A sample of 423 students, between 5 and 8 years old (M = 6.29, SD = 0.89), was gathered from public schools in socioeconomically disadvantaged areas in Lima. A total of 45 teachers gave information about their perceptions regarding the study variables in their re-spective students. Results. The hierarchical linear regression analysis results show that both effortful control and school liking are positive and significant predictors of perceived academic performance, even after controlling for students’ cognitive skills and their mothers’ educational level. Discussion and Conclusion. Possible explanations for these findings and their relevance in the Peruvian context are discussed - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Rasch modeling approach for measuring young children’s informal mathematics in Peru(Modestum LTD, 2022-01-01)One of the strongest predictors of future academic achievement is the early and informal math skills children begin their school studies. Because of this, it is essential to have proper tools for measuring the development of mathematical thinking at an early age to be able to intervene in a timelier, more effective way. The purpose of this research is to calibrate the items of informal mathematics from the test of early mathematics ability–third edition (TEMA-3) by applying the Rasch model. A total of 148 Peruvian preschool children (ranging in age from five to six years) participated in the study. The results show good psychometric properties of the informal mathematics dimension of the instrument, which indicates a good fit of the student sample, the items to the proposed model and a tendency toward unbiased items. We further determined that the items analyzed exhibit a consistent internal structure at the theoretical level.