id: 06137452
dt: j
an: 2013b.00242
au: Luo, Yu L. L.; Kovas, Yulia; Haworth, Claire M. A.; Plomin, Robert
ti: The etiology of mathematical self-evaluation and mathematics achievement:
understanding the relationship using a cross-lagged twin study from
ages 9 to 12.
so: Learn. Individ. Differ. 21, No. 6, 710-718 (2011).
py: 2011
pu: Elsevier, Amsterdam
la: EN
cc: C62 C63
ut: national curriculum; twins; mathematics achievement; etiology; self
evaluation (individuals); prediction; individual differences; children;
adolescents; genetics
ci:
li: doi:10.1016/j.lindif.2011.09.001
ab: Summary: The genetic and environmental origins of individual differences in
mathematical self-evaluation over time and its association with later
mathematics achievement were investigated in a UK sample of 2138 twin
pairs at ages 9 and 12. Self-evaluation indexed how good children think
they are at mathematical activities and how much they like those
activities. Mathematics achievement was assessed by teachers based on
UK national curriculum standards. At both ages self-evaluation was
approximately 40\% heritable, with the rest of the variance explained
by non-shared environment. The results also suggested moderate
reciprocal associations between self-evaluation and mathematics
achievement across time, with earlier self-evaluation predicting later
performance and earlier performance predicting later self-evaluation.
These cross-lagged relationships were genetically rather than
environmentally mediated.
rv: