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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Martins, S., Araújo, C. A., Fonseca, M., Baptista, J. & Martins, C. (2023). Developmental predictors of mathematics achievement at the end of Year 1. Análise Psicológica. 41 (2), 177-190
Exportar Referência (IEEE) 
S. Martins et al.,  "Developmental predictors of mathematics achievement at the end of Year 1", in Análise Psicológica, vol. 41, no. 2, pp. 177-190, 2023
Exportar BibTeX 
@article{martins2023_1783444953372,
	author = "Martins, S. and Araújo, C. A. and Fonseca, M. and Baptista, J. and Martins, C.",
	title = "Developmental predictors of mathematics achievement at the end of Year 1",
	journal = "Análise Psicológica",
	year = "2023",
	volume = "41",
	number = "2",
	doi = "10.14417/ap.2037",
	pages = "177-190",
	url = "http://publicacoes.ispa.pt/index.php/ap/article/view/2037/pdf"
}
Exportar RIS 
TY  - JOUR
TI  - Developmental predictors of mathematics achievement at the end of Year 1
T2  - Análise Psicológica
VL  - 41
IS  - 2
AU  - Martins, S.
AU  - Araújo, C. A.
AU  - Fonseca, M.
AU  - Baptista, J.
AU  - Martins, C.
PY  - 2023
SP  - 177-190
SN  - 0870-8231
DO  - 10.14417/ap.2037
UR  - http://publicacoes.ispa.pt/index.php/ap/article/view/2037/pdf
AB  - This study examined the predictive role of child cognitive, social, emotional, and behavioural dimensions assessed at the age of 4½, as well as of the traditional variables related to academic school readiness before the entry to primary school, on mathematics achievement at the end of Year 1. A sample of 58 Portuguese children and their parents participated in this longitudinal study. Initial correlations indicated significant associations between child intelligence quotient (IQ), inhibitory control, set-shifting, dysregulation profile, academic school readiness, and their subsequent performance in mathematics. A hierarchical regression analysis showed that inhibitory control at 4½ years significantly predicted mathematics achievement at the end of Year 1 over and above the effect of academic school readiness before entering primary school. These results add to the existing literature by highlighting the impact of child executive functioning assessed during the preschool years on subsequent mathematics performance in early school years.
ER  -