Risicocumulatie & Rekenvaardigheid ‘Een Longitudinaal Onderzoek naar de Voorspellende Waarde van Risicocumulatie op Rekenvaardigheid en Moderatie door de Leerkracht-Leerling Relatie’

Abstract

This longitudinal study examines the association between risk accumulation in the field of personal characteristics, family and environmental characteristics, and learning performance and learning behavior on arithmetic achievement. It also investigates whether the teacher-student relationship moderates the relationship between risk accumulation and arithmetic achievement. Assessments of the teacher-student relationship and risk accumulation were obtained for children from grade 10 in elementary school. Questionnaires were filled in by teachers. Arithmetic achievement was measured using date from the Cito-math test. Regression analyses were used to answer the research questions. Risk accumulation was found to be a significant predictor of arithmetic achievement, with learning performance and learning behavior making a unique and significant contribution to the comparison. Besides, a longitudinal relationship was found between risk accumulation and arithmetic achievement. Furthermore, there was a significant moderating effect for conflict and closeness on the association between risk accumulation and arithmetic achievement. For further research it is important to involve children as informers. Knowledge about risk accumulation and arithmetic achievement is important for advices around adjusted education.