ArticleBehavioral sciences (Basel, Switzerland)2025
Exploring the Complexity of Children's Math and Vocabulary Learning: The Role of Cognitive, Dispositional, and Parental Factors.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- The impact of parental socioeconomic characteristics and engagement on children's early academic abilities: the role of racial and economic disparities.Frontiers in psychology · 2026Article
- Supporting Oral Language Development in Preschool Children Through Instructional Scaffolding During Drawing Activity: A Qualitative Case Study.Behavioral sciences (Basel, Switzerland) · 2025Article
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6 authors.
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Abstract
Early mathematical and vocabulary skills serve as critical foundations for academic success, yet the mechanisms underlying their development remain complex. This study examines the role of parents' education, children's attentional control, and learning approaches as predictors of kindergarteners' mathematics and vocabulary performance. Using a sample of 149 children aged 60-72 months in Shanghai, China, we conducted a path analysis to explore direct and indirect relationships among these factors. Findings indicate that parental education indirectly predicts math ability through children's learning approaches and attentional control, emphasizing the role of both cognitive and behavioral pathways. Conversely, vocabulary development is directly influenced by parental education and learning approaches, suggesting distinct developmental trajectories for math and language acquisition. These results highlight the interconnected nature of cognitive, behavioral, and environmental influences on early academic performance. Implications for early childhood education emphasize the need for targeted interventions that not only engage parents in fostering language-rich and cognitively stimulating environments but also support children's motivation, persistence, and attentional capacities.
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