000171039 001__ 171039
000171039 005__ 20260505142649.0
000171039 0247_ $$2doi$$a10.1007/s10212-026-01090-5
000171039 0248_ $$2sideral$$a149112
000171039 037__ $$aART-2026-149112
000171039 041__ $$aeng
000171039 100__ $$0(orcid)0009-0009-3493-8818$$aVicente-García, Carmen$$uUniversidad de Zaragoza
000171039 245__ $$aDomain‐specific and ‑general factors involved on mathematical performance: similarities and differences between elementary school stages
000171039 260__ $$c2026
000171039 5060_ $$aAccess copy available to the general public$$fUnrestricted
000171039 5203_ $$aMathematical performance is crucial throughout students’ academic experiences. Given its significance, researchers have examined which domain-specific and domain-general factors are related to math performance. However, most studies have primarily focused on analyzing these factors separately rather than in conjunction and considered elementary school years as a continuum, without exploring the potential differences between students at the first (1st–3rd grades) and second (4th–6th grades) stages of education. The present study aimed to analyze the influence of domain-specific and domain-general factors on mathematical performance comparing 1st–3rd graders vs 4th–6th graders. The sample comprised 282 schoolchildren (140 boys, 142 girls) aged between 6 and 12 years (M = 8.75, SD = 1.94). Paper-and-pencil and computer tasks were administered to schoolchildren to measure their domain-specific factors (numerical processing, math anxiety) and domain-general factors (non-verbal intelligence, working memory, inhibitory control; effortful control was reported by their families), whereas mathematical performance was informed by teachers at the end of the academic year. Results showed that child’s age, numerical processing, numerical processing anxiety factor, and non-verbal intelligence were related to mathematical performance across elementary school years, whereas numerical processing anxiety factor was the most powerful predictor for the first elementary stage (1st–3rd grades), and numerical processing for the second elementary stage (4th–6th grades). Moreover, educational stage was found not to moderate the relationship between domain-specific and domain-general factors and mathematical performance, suggesting that the developmental stage exerts a direct contribution, rather than a moderation effect, on mathematical performance.
000171039 536__ $$9info:eu-repo/grantAgreement/ES/AEI/PID2019-107857GA-I00
000171039 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000171039 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000171039 700__ $$0(orcid)0000-0002-9928-7317$$aLópez-Crespo, Ginesa$$uUniversidad de Zaragoza
000171039 700__ $$0(orcid)0000-0002-6112-9639$$aSánchez-Pérez, Noelia$$uUniversidad de Zaragoza
000171039 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000171039 773__ $$g41, 66 (2026), [27 pp.]$$pEur. j. psychol. educ.$$tEUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION$$x0256-2928
000171039 8564_ $$s1184578$$uhttps://zaguan.unizar.es/record/171039/files/texto_completo.pdf$$yVersión publicada
000171039 8564_ $$s1394388$$uhttps://zaguan.unizar.es/record/171039/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000171039 909CO $$ooai:zaguan.unizar.es:171039$$particulos$$pdriver
000171039 951__ $$a2026-05-05-13:36:18
000171039 980__ $$aARTICLE