The purpose of the present study is to clarify the contributions of cognitive skills (nonverbal reasoning, language comprehension, working memory, attention, processing speed) and academic skills (mathematics facts retrieval, mathematics computation, mathematics vocabulary, reading comprehension) in performing mathematics word problems among elementary school students. With the two-stage meta-analytic structural equation modeling approach, I synthesized 112 correlation matrices from 98 empirical studies (N = 111,346) and fitted the hypothesized partial mediation model. Overall, path analysis indicated that language comprehension, working memory, attention, mathematics vocabulary, and mathematics computation were unique predictors of word-problem solving. Subgroup analysis demonstrated different unique predictors for younger and older students to perform word problems (K-2nd grades versus 3rd–5th grades). Implications, limitations, and future directions are discussed.

本研究的目的是阐明认知技能（非语言推理、语言理解、工作记忆、注意力、处理速度）和学术技能（数学事实检索、数学计算、数学词汇、阅读理解）在执行数学单词中的贡献。小学生的问题。使用两阶段元分析结构方程建模方法，我从 98 项实证研究中合成了 112 个相关矩阵 ( N = 111,346）并拟合假设的部分中介模型。总体而言，路径分析表明语言理解、工作记忆、注意力、数学词汇和数学计算是解决单词问题的独特预测因素。亚组分析表明，低年级和高年级学生在做单词问题时有不同的独特预测因素（K-2 年级与 3-5 年级）。讨论了影响、局限性和未来方向。