J Bast, P Reitsma
Analyzing the development of individual differences in terms of Matthew effects in reading: results from a Dutch Longitudinal study
Developmental psychology
current study explored relative contribution individual differences childrens behavioral selfregulation social skills often referred learningrelated skills fall preschool childrens rate growth different domains early math knowledge spring kindergarten participants 684 children mage 576 months sd 38 time 1 fall preschool 48 female 43 black 32 white 13 latine 11 multiracial 1 asian children families low incomes lived midwestern united states math domains informal numeracy formal numeracy math language assessed four time points fall spring preschool fall spring kindergarten contrary expectations find either learningrelated skill positively predicted rate growth math knowledge observe differential relations math domain rather relative contribution behavioral selfregulation social skills fall preschool rate growth math knowledge followed similar patterns across math domains early advantage children higher initial social skills stayed consistent time ie nonsignificant slope effect early advantage children higher initial behavioral selfregulation diminished time ie negative slope effect