{"id":{"repo_id":"houston","oai_identifier":"oai:uh-ir.tdl.org:10657/19910"},"canonical_url":"https://search.dev.ndltd.org/etd/houston/oai:uh-ir.tdl.org:10657/19910","repository":{"repo_id":"houston","name":"University of Houston","base_url":"https://uh-ir.tdl.org/server/oai/request"},"display":{"title":"Cognitive and Non-cognitive Predictors of Norm-Referenced and Everyday Math Performance in Community College Students","abstract":"Both cognitive and non-cognitive factors are known to predict math outcomes, including language, working memory, spatial ability, math anxiety, and self-efficacy. While many studies have looked at these factors separately, few have examined how such skills work together to predict math. Additionally, most prior work focuses on children or university students, and little is known about the community college population. Most prior work also focuses on norm- referenced measures of computational math as outcomes, and much less is known about everyday math, such as financial or health numeracy skills often needed in daily life in adulthood. The present study evaluates the role of key cognitive and non-cognitive factors related to math ability, including their unique and interactive predictive effects, and whether these effects differ across norm-referenced and everyday math outcomes in community college students. It was hypothesized that each predictor would have a significant relationship with both math outcomes, that those relationships would be uniquely predictive, and that the predictors would interact with one another beyond their individual effects. Results showed that all cognitive and non-cognitive factors were significantly related to both math outcomes. Spatial Skill, Language, and Math Anxiety were uniquely predictive of both types of math performance. Working Memory was uniquely predictive of Everyday Math performance only, and Performance Expectancy was not uniquely predictive of either math outcome. Hypotheses regarding interactions of these factors were generally not supported. Overall, this study elucidates how key cognitive and non-cognitive factors are differentially related to everyday vs. computational math. Importantly, this study uniquely combines several key cognitive and non- cognitive factors, ultimately elucidating how expected relationships between math and it’s predictors differ when all predictors are considered together.","abstract_html":"Both cognitive and non-cognitive factors are known to predict math outcomes, including language, working memory, spatial ability, math anxiety, and self-efficacy. While many studies have looked at these factors separately, few have examined how such skills work together to predict math. Additionally, most prior work focuses on children or university students, and little is known about the community college population. Most prior work also focuses on norm- referenced measures of computational math as outcomes, and much less is known about everyday math, such as financial or health numeracy skills often needed in daily life in adulthood. The present study evaluates the role of key cognitive and non-cognitive factors related to math ability, including their unique and interactive predictive effects, and whether these effects differ across norm-referenced and everyday math outcomes in community college students. It was hypothesized that each predictor would have a significant relationship with both math outcomes, that those relationships would be uniquely predictive, and that the predictors would interact with one another beyond their individual effects. Results showed that all cognitive and non-cognitive factors were significantly related to both math outcomes. Spatial Skill, Language, and Math Anxiety were uniquely predictive of both types of math performance. Working Memory was uniquely predictive of Everyday Math performance only, and Performance Expectancy was not uniquely predictive of either math outcome. Hypotheses regarding interactions of these factors were generally not supported. Overall, this study elucidates how key cognitive and non-cognitive factors are differentially related to everyday vs. computational math. Importantly, this study uniquely combines several key cognitive and non- cognitive factors, ultimately elucidating how expected relationships between math and it’s predictors differ when all predictors are considered together.","abstract_has_math":false,"creators":["Boada, Cristina Elise 1997-"],"institution":"University of Houston","degree_name":"Master of Arts","degree_level":null,"degree_discipline":"Clinical Psychology","degree_department":null,"school":null,"contributors":[],"advisors":["Cirino, Paul T."],"committee_chairs":[],"committee_members":["Woods, Steven P.","Viana, Andres G."],"year":2025,"date_issued":"2025-05","date_published":"2025-05","updated_at":"2026-07-24T02:32:34Z","subjects":["Clinical psychology"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10657/19910","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Cirino, Paul T."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Woods, Steven P.","Viana, Andres G."]},{"key":"dc:creator","label":"Author","values":["Boada, Cristina Elise 1997-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-28T19:18:25Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-05"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Clinical Psychology"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Houston"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Clinical psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10657/19910"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Both cognitive and non-cognitive factors are known to predict math outcomes, including language, working memory, spatial ability, math anxiety, and self-efficacy. While many studies have looked at these factors separately, few have examined how such skills work together to predict math. Additionally, most prior work focuses on children or university students, and little is known about the community college population. Most prior work also focuses on norm- referenced measures of computational math as outcomes, and much less is known about everyday math, such as financial or health numeracy skills often needed in daily life in adulthood. The present study evaluates the role of key cognitive and non-cognitive factors related to math ability, including their unique and interactive predictive effects, and whether these effects differ across norm-referenced and everyday math outcomes in community college students. It was hypothesized that each predictor would have a significant relationship with both math outcomes, that those relationships would be uniquely predictive, and that the predictors would interact with one another beyond their individual effects. Results showed that all cognitive and non-cognitive factors were significantly related to both math outcomes. Spatial Skill, Language, and Math Anxiety were uniquely predictive of both types of math performance. Working Memory was uniquely predictive of Everyday Math performance only, and Performance Expectancy was not uniquely predictive of either math outcome. Hypotheses regarding interactions of these factors were generally not supported. Overall, this study elucidates how key cognitive and non-cognitive factors are differentially related to everyday vs. computational math. Importantly, this study uniquely combines several key cognitive and non- cognitive factors, ultimately elucidating how expected relationships between math and it’s predictors differ when all predictors are considered together."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Cognitive and Non-cognitive Predictors of Norm-Referenced and Everyday Math Performance in Community College Students"]}]}],"canonical_facts":{"dc:contributor.advisor":["Cirino, Paul T."],"dc:contributor.committeemember":["Woods, Steven P.","Viana, Andres G."],"dc:creator":["Boada, Cristina Elise 1997-"],"dc:date.accessioned":["2025-07-28T19:18:25Z"],"dc:date.issued":["2025-05"],"dc:description.abstract":["Both cognitive and non-cognitive factors are known to predict math outcomes, including language, working memory, spatial ability, math anxiety, and self-efficacy. While many studies have looked at these factors separately, few have examined how such skills work together to predict math. Additionally, most prior work focuses on children or university students, and little is known about the community college population. Most prior work also focuses on norm- referenced measures of computational math as outcomes, and much less is known about everyday math, such as financial or health numeracy skills often needed in daily life in adulthood. The present study evaluates the role of key cognitive and non-cognitive factors related to math ability, including their unique and interactive predictive effects, and whether these effects differ across norm-referenced and everyday math outcomes in community college students. It was hypothesized that each predictor would have a significant relationship with both math outcomes, that those relationships would be uniquely predictive, and that the predictors would interact with one another beyond their individual effects. Results showed that all cognitive and non-cognitive factors were significantly related to both math outcomes. Spatial Skill, Language, and Math Anxiety were uniquely predictive of both types of math performance. Working Memory was uniquely predictive of Everyday Math performance only, and Performance Expectancy was not uniquely predictive of either math outcome. Hypotheses regarding interactions of these factors were generally not supported. Overall, this study elucidates how key cognitive and non-cognitive factors are differentially related to everyday vs. computational math. Importantly, this study uniquely combines several key cognitive and non- cognitive factors, ultimately elucidating how expected relationships between math and it’s predictors differ when all predictors are considered together."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/10657/19910"],"dc:language.iso":["English"],"dc:subject":["Clinical psychology"],"dc:title":["Cognitive and Non-cognitive Predictors of Norm-Referenced and Everyday Math Performance in Community College Students"],"dc:type":["Thesis"],"thesis:degree_discipline":["Clinical Psychology"],"thesis:degree_name":["Master of Arts"],"thesis:institution_name":["University of Houston"]},"updated_at":"2026-07-24T02:32:34Z"}