In the present meta-analysis, we systematically investigated the relative contributions of students’ initial mathematics, reading, and cognitive skills on subsequent mathematics performance measured at least 3 months later. With one-stage meta-analytic structural equation modeling, we conducted analyses based on 580,437 students from 265 independent samples and 250 studies. Findings suggested fluency in both mathematics and reading, as well as working memory, yielded greater impacts on subsequent mathematics performance. Age emerged as a significant moderator in the model, such that the effects of comprehensive mathematics and working memory on subsequent mathematics increased with age, whereas attention and self-regulation’s impacts declined with age. Time lag between assessments also emerged as a significant moderator, such that the effects of word-problem solving and word recognition accuracy decreased as the time lag increased, whereas vocabulary, attention, and self-regulation’s effects increased as the time lag increased.

在本荟萃分析中，我们系统地调查了学生的初始数学、阅读和认知技能对至少 3 个月后测量的后续数学表现的相对贡献。通过一阶段元分析结构方程模型，我们对来自 265 个独立样本和 250 项研究的 580,437 名学生进行了分析。研究结果表明，数学和阅读的流畅性以及工作记忆对随后的数学表现产生了更大的影响。年龄成为模型中的一个重要调节因素，因此综合数学和工作记忆对后续数学的影响随着年龄的增长而增加，而注意力和自我调节的影响随着年龄的增长而下降。评估之间的时间差也成为一个重要的调节因素，