Longitudinal association between relational reasoning and mathematics achievement: Mediating roles of arithmetic principle understanding and word problem reasoning

Abstract Relational reasoning (RR) is a higher-order cognitive ability associated with academic performance. Most prior studies on RR–mathematics association have used a cross-sectional design. The current study aimed to examine their longitudinal relations and underlying mechanisms. A sample of 235 sixth graders (138 boys, mean age = 12.32 years, SD = .903) in Hong Kong were tested on RR (nonverbal and verbal) and mathematics achievement (numerical operations and mathematical problem-solving). One hundred and ninety-five (118 boys, mean age = 13.32 years, SD = .945) of them were re-assessed after one year on mathematics achievement and potential mediators (word problem reasoning, arithmetic fluency, and arithmetic principle understanding). Results indicated that nonverbal RR predicted numerical operations through arithmetic principle understanding, and both nonverbal and verbal RR predicted mathematical problem solving through word problem reasoning. The findings advanced the literature on RR–mathematics association and suggested directions for interventions.