Addressing Cognitive and Emotional Aspects of Academic
Development in Early Primary Education

k 2025

Addressing Cognitive and Emotional Aspects of Academic Development in Early Primary Education

BULA, Marek Matouš; Daria KHANOLAINEN; Tuire KOPONEN; Riikka SORVO; Minna TORPPA et al.

Základní údaje

Originální název

Addressing Cognitive and Emotional Aspects of Academic Development in Early Primary Education

Autoři

BULA, Marek Matouš; Daria KHANOLAINEN; Tuire KOPONEN; Riikka SORVO a Minna TORPPA

Vydání

ATEE Annual Conference 2025 The Making of Authentic Teachers in Ages of Artificiality? 2025

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Utajení

není předmětem státního či obchodního tajemství

Označené pro přenos do RIV

Organizační jednotka

Pedagogická fakulta

Příznaky

Mezinárodní význam

Změněno: 28. 1. 2026 14:26, Mgr. Daniela Marcollová

Anotace

V originále

Dynamics and Intervention Research (InterLearn), University of Jyväskylä; 5Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland Early school years are critical for developing reading and mathematics skills, which are vital for workforce adaptability and well-being (Light & McGee, 2015). Foundational skills in math and reading predict later academic success, mental health, and socioeconomic outcomes (Khanolainen et al., 2020). This study examines the associations between anxiety and reading and math skills, as anxiety can negatively affect performance across academic domains (D’Agostino et al., 2021). Participants in this study were drawn from a longitudinal project tracking Finnish children from age 2 to 9. Data were collected from 668 Grade 2 and 711 Grade 3 students, totaling 800 participants. Reading and arithmetic fluency were assessed alongside self-reported math and reading anxiety. The study utilized cross-lagged panel analysis to analyze relationships over time. Our findings show that lower reading skills predict increased reading anxiety, but not vice versa. A bidirectional relationship between math anxiety and arithmetic fluency suggests mutual influence, while poor reading fluency predicts slower arithmetic growth. No significant gender differences were found, indicating universal applicability of interventions. Promoting reading fluency is key for both academic and emotional development, benefiting outcomes in reading and math. Given our findings, it is essential to address both the cognitive and emotional aspects of children’s academic development in the early stages of primary school. D’Agostino, A., Spagnolo, F. S., & Salvati, N. (2021). Studying the relationship between anxiety and school achievement: evidence from PISA data. Statistical Methods & Applications, 31(1), 1–20. https://doi.org/10.1007/s10260-021-00563-9 Khanolainen, D., Psyridou, M., Silinskas, G., Lerkkanen, M., Niemi, P., Poikkeus, A., & Torppa, M. (2020). Longitudinal effects of the home learning environment and parental difficulties on reading and math development across grades 1–9. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.577981 Light, A., & McGee, A. (2015). Employer learning and the “Importance” of skills. Journal of Human Resources, 50(1), 72–107. https://doi.org/10.3368/jhr.50.1.72

Návaznosti

MUNI/A/1651/2024, interní kód MU

Název: Učitelé a žáci v měnících se kontextech: sociálních, technologických, kurikulárních a didaktických

Investor: Masarykova univerzita, Učitelé a žáci v měnících se kontextech: sociálních, technologických, kurikulárních a didaktických

Citovat

BULA, Marek Matouš; Daria KHANOLAINEN; Tuire KOPONEN; Riikka SORVO a Minna TORPPA. Addressing Cognitive and Emotional Aspects of Academic Development in Early Primary Education. In ATEE Annual Conference 2025 The Making of Authentic Teachers in Ages of Artificiality? 2025.

@proceedings{2515920,
   author = {Bula, Marek Matouš and Khanolainen, Daria and Koponen, Tuire and Sorvo, Riikka and Torppa, Minna},
   booktitle = {ATEE Annual Conference 2025 The Making of Authentic Teachers in Ages of Artificiality?},
   language = {eng},
   title = {Addressing Cognitive and Emotional Aspects of Academic Development in Early Primary Education},
   year = {2025}
}

TY  - CONF
ID  - 2515920
AU  - Bula, Marek Matouš - Khanolainen, Daria - Koponen, Tuire - Sorvo, Riikka - Torppa, Minna
PY  - 2025
TI  - Addressing Cognitive and Emotional Aspects of Academic Development in Early Primary Education
N2  - Dynamics and Intervention Research (InterLearn), University of Jyväskylä; 5Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland Early school years are critical for developing reading and mathematics skills, which are vital for workforce adaptability and well-being (Light & McGee, 2015). Foundational skills in math and reading predict later academic success, mental health, and socioeconomic outcomes (Khanolainen et al., 2020). This study examines the associations between anxiety and reading and math skills, as anxiety can negatively affect performance across academic domains (D’Agostino et al., 2021). Participants in this study were drawn from a longitudinal project tracking Finnish children from age 2 to 9. Data were collected from 668 Grade 2 and 711 Grade 3 students, totaling 800 participants. Reading and arithmetic fluency were assessed alongside self-reported math and reading anxiety. The study utilized cross-lagged panel analysis to analyze relationships over time. Our findings show that lower reading skills predict increased reading anxiety, but not vice versa. A bidirectional relationship between math anxiety and arithmetic fluency suggests mutual influence, while poor reading fluency predicts slower arithmetic growth. No significant gender differences were found, indicating universal applicability of interventions. Promoting reading fluency is key for both academic and emotional development, benefiting outcomes in reading and math. Given our findings, it is essential to address both the cognitive and emotional aspects of children’s academic development in the early stages of primary school. D’Agostino, A., Spagnolo, F. S., & Salvati, N. (2021). Studying the relationship between anxiety and school achievement: evidence from PISA data. Statistical Methods & Applications, 31(1), 1–20. https://doi.org/10.1007/s10260-021-00563-9 Khanolainen, D., Psyridou, M., Silinskas, G., Lerkkanen, M., Niemi, P., Poikkeus, A., & Torppa, M. (2020). Longitudinal effects of the home learning environment and parental difficulties on reading and math development across grades 1–9. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.577981 Light, A., & McGee, A. (2015). Employer learning and the “Importance” of skills. Journal of Human Resources, 50(1), 72–107. https://doi.org/10.3368/jhr.50.1.72
ER  -

BULA, Marek Matouš; Daria KHANOLAINEN; Tuire KOPONEN; Riikka SORVO a Minna TORPPA. Addressing Cognitive and Emotional Aspects of Academic Development in Early Primary Education. In \textit{ATEE Annual Conference 2025 The Making of Authentic Teachers in Ages of Artificiality?}. 2025.

Přehled o publikaci