Listening comprehension is important for daily communication and at school, yet relatively little is known about the variables contributing to listening comprehension, especially in the upper elementary years. The aim of this study was to explore whether vocabulary, verbal memory, but also self-efficacy and self-reported concentration contribute to listening comprehension. The authors assessed oral text comprehension, as well as the concurrent contributors vocabulary, verbal short- and long-term memory, self-efficacy and concentration in a sample of 442 upper elementary school children (9- to 12-year-olds). Structural equation models were used to test for direct and indirect associations. The best-fitting model was an indirect model in which verbal short-term memory and self-efficacy were positively associated with children’s vocabulary. Vocabulary, in turn, was positively associated with children’s listening comprehension. Using bias-corrected bootstrap procedures, however, vocabulary appeared to mediate the association between academic self-efficacy and listening comprehension. The indirect association between verbal short-term memory and listening comprehension through vocabulary just missed significance. The findings relate to models of listening comprehension that state a dominant role for vocabulary, also in the upper elementary years. They imply that the models could extend to evaluating broader student-related resources, such as academic self-efficacy. Furthermore, the findings on general cognitive resources fit the pattern of mixed findings in previous research. Together, the results motivate further research into contributors to listening comprehension throughout the elementary years.

听力理解对于日常的交流和在学校中很重要，但是对于影响听力理解的变量知之甚少，尤其是在小学高年级。这项研究的目的是探讨词汇，言语记忆以及自我效能感和自我报告的注意力是否有助于听力理解。作者评估了442名高中小学儿童（9至12岁）的口头理解力，以及同时做出的贡献者的词汇，言语短期和长期记忆，自我效能感和专注力。使用结构方程模型测试直接和间接关联。最适合的模型是间接模型，其中言语短期记忆和自我效能感与儿童词汇量成正相关。反过来，词汇与儿童的听力理解也呈正相关。然而，使用偏差校正的自举程序，词汇似乎可以介导学业自我效能感与听力理解之间的联系。言语短期记忆与通过词汇进行的听力理解之间的间接关联只是失去了意义。这些发现与听力理解模型有关，这些模型也说明了词汇的主导作用，在高中阶段也是如此。他们暗示这些模型可以扩展到评估与学生相关的更广泛的资源，例如学术自我效能感。此外，关于一般认知资源的发现符合先前研究中混合发现的模式。一起，