Browsing by Author " Davis-Kean, Pamela E."

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    Conceptual replication and extension of the relation between the number line estimation task and mathematical competence across seven studies
    (2021) Ellis, Alexa ; Susperreguy Jorquera, Maria Ines; Purpura, David J. ; Davis-Kean, Pamela E.
    A recent meta-analysis demonstrated the overall correlation between the number line estimation (NLE) task and children’s mathematical competence was r = .44 (positively recoded), and this relation increased with age. The goal of the current study was to conceptually replicate and extend these results by further synthesizing this correlation utilizing studies not present in the meta-analysis. Across seven studies, 954 participants, ranging from 3 to 11 years old (Age M = 6.02 years, SD = 1.57), the overall estimation-competence correlations were similar to those of the meta-analysis and ranged from r = −.40 to −.35. The current conceptual replication demonstrated that the meta-analysis captured a stable overall relation between performance on the NLE task and mathematical competence. However, the current study failed to replicate the same moderation of age group presented in the meta-analysis. Furthermore, the current study extended results by assessing the stability and predictive validity of the NLE task while controlling for covariates. Results suggested that the NLE task demonstrated poor stability and predictive validity in the seven samples present in this study. Thus, although concurrent relations replicated, the differential age moderation, lack of stability, and lack of predictive validity in these studies require a more nuanced approach to understanding the utility of the NLE task. Future research should focus on understanding the connection between children’s developmental progression and NLE measurement before further investigating the predictive and diagnostic importance of the task for broader mathematical competence.
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    Pathways to College: Latino Youth and the Transition to Higher Education
    (Emerald Group Publishing Limited, 2012) Davis-Kean, Pamela E.; Mendoza, Celeste M.; Susperreguy Jorquera, María Inés
    It is predicted that by the year 2050, Latinos will make up approximately 30% of the U.S. population. Although the high school completion rate for Latinos has increased over the years, only 44% of these students transition into college. Latinos are faced with numerous obstacles as they try to navigate the college pipeline such as being more likely to attend high poverty secondary schools and have parents with little experience with college education. Despite these challenges, many Latino students continue to be academically successful. From 2009 to 2010, there was a 24% growth in Hispanic enrollment, a higher increase than any other ethnic group. It is important to note that much of this enrollment growth has been at community colleges with 46% of Latino students matriculating to two-year institutions. Latinos are still the least likely to complete a bachelor’s degree. While nearly 39% of white 25- to 29-year-olds completed a four-year degree in 2010, only 13% of Latinos did the same. Thus, it is important to identify factors that may influence the high school to college transition for Latino youth, as well as factors that impact college completion. This chapter explores these issues as a function of the academic and family culture that support the development of achievement in Latino youth. We highlight the important differences in those that matriculate to community college and those to four-year colleges.
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    Self-concept predicts academic achievement across levels of the achievement distribution: Domain specificity for math and reading
    (2018) Susperreguy Jorquera, María Inés; Davis-Kean, Pamela E.; Duckworth, Kathryb; Chen, Meichu
    This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high).
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    Socioeconomic Variations in the Frequency of Parent Number Talk: A Meta-Analysis
    (MDPI, 2022) Dearing, Eric; Casey, Beth; Davis-Kean, Pamela E.; Eason, Sarah; Gunderson, Elizabeth; Levine, Susan C.; Laski, Elida, V; Libertus, Melissa; Lu, Linxi; McPherran Lombardi, Caitlin; Nelson, Ariadne; Ramani, Geetha; Susperreguy Jorquera, María Inés
    Using data from 12 studies, we meta-analyze correlations between parent number talk during interactions with their young children (mean sample age ranging from 22 to 79 months) and two aspects of family socioeconomics, parent education, and family income. Potential variations in correlation sizes as a function of study characteristics were explored. Statistically significant positive correlations were found between the amount of number talk in parent-child interactions and both parent education and family income (i.e., r = 0.12 for education and 0.14 for income). Exploratory moderator analyses provided some preliminary evidence that child age, as well as the average level of and variability in socioeconomic status, may moderate effect sizes. The implications of these findings are discussed with special attention to interpreting the practical importance of the effect sizes in light of family strengths and debate surrounding "word gaps".