The relationship between SR and development in mathematics and
vocabulary
SR, which encompasses cognitive, emotional, and behavioral functioning
(Denham et al., 2012) has concurrent and longitudinal predictive effects
on children’s academic performance, particularly in mathematics (Peng &
Kievit, 2020). One key aspect is the shared physiological basis between
SR and mathematics. Children’s mathematical development relies on a
neurobiological foundation for SR (Rosenberg-Lee et al., 2011). Children
with stronger SR demonstrate greater mathematical competence compared to
those with weaker SR (Simanowski & Krajewski, 2019). Remarkably, even
after accounting for covariates such as gender and age (Blair & Raver,
2015), increases in SR significantly enhance mathematics (Simanowski &
Krajewski, 2019). Notably, this effect holds consistently across
different cultures (Lan et al., 2011). Furthermore, SR exhibits a strong
connection with children’s vocabulary (Butterfuss & Kendeou, 2018).
Children with stronger SR tend to excel in vocabulary and growth
compared to those with weaker SR (Korucu et al., 2022). This link may be
attributed to SR prompting children to focus their attention, process
information from multiple sources, and provide more opportunities for
vocabulary acquisition (Rojas & Abenavoli, 2021).