Domain‐specific and ‑general factors involved on mathematical performance: similarities and differences between elementary school stages

Vicente-García, Carmen (Universidad de Zaragoza) ; López-Crespo, Ginesa (Universidad de Zaragoza) ; Sánchez-Pérez, Noelia (Universidad de Zaragoza)

Resumen: Mathematical 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.

Idioma: Inglés

DOI: 10.1007/s10212-026-01090-5

Año: 2026

Publicado en: EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 41, 66 (2026), [27 pp.]
ISSN: 0256-2928

Financiación: info:eu-repo/grantAgreement/ES/AEI/PID2019-107857GA-I00

Tipo y forma: Article (Published version)

Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)