Behavioral executive functions among adolescents with mathematics difficulties

Marja E. Holm, Pirjo Aunio, Piia M. Björn, Liisa Klenberg, Johan Korhonen, Markku S. Hannula

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Kuvaus

This study investigates behavioral executive functions (EFs) in the mathematics classroom context among adolescents with different mathematics performance levels. The EF problems were assessed by teachers using a behavioral rating inventory. Using cutoff scores on a standardized mathematics assessment, groups with mathematics difficulties (MD; n = 124), low mathematics performance (LA; n = 140), and average or higher scores (AC; n = 355) were identified. Results showed that the MD group had more problems with distractibility, directing attention, shifting attention, initiative, execution of action, planning, and evaluation than the LA group, whereas the differences in hyperactivity, impulsivity, and sustaining attention were not significant. Compared to the AC group, the MD group showed more problems with all behavioral EFs except hyperactivity and impulsivity, while the LA group showed more problems only with shifting attention. Male adolescents showed more behavioral EF problems than female adolescents, but this gender difference was negligible within the MD group. The practical implications of the results are discussed.
Alkuperäiskielienglanti
LehtiJournal of Learning Disabilities
Vuosikerta51
Numero6
Sivut578-588
Sivumäärä11
ISSN0022-2194
DOI - pysyväislinkit
TilaJulkaistu - 2018
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

Tieteenalat

  • 516 Kasvatustieteet
  • 515 Psykologia

Lainaa tätä

Holm, Marja E. ; Aunio, Pirjo ; Björn, Piia M. ; Klenberg, Liisa ; Korhonen, Johan ; Hannula, Markku S. / Behavioral executive functions among adolescents with mathematics difficulties. Julkaisussa: Journal of Learning Disabilities. 2018 ; Vuosikerta 51, Nro 6. Sivut 578-588.
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title = "Behavioral executive functions among adolescents with mathematics difficulties",
abstract = "This study investigates behavioral executive functions (EFs) in the mathematics classroom context among adolescents with different mathematics performance levels. The EF problems were assessed by teachers using a behavioral rating inventory. Using cutoff scores on a standardized mathematics assessment, groups with mathematics difficulties (MD; n = 124), low mathematics performance (LA; n = 140), and average or higher scores (AC; n = 355) were identified. Results showed that the MD group had more problems with distractibility, directing attention, shifting attention, initiative, execution of action, planning, and evaluation than the LA group, whereas the differences in hyperactivity, impulsivity, and sustaining attention were not significant. Compared to the AC group, the MD group showed more problems with all behavioral EFs except hyperactivity and impulsivity, while the LA group showed more problems only with shifting attention. Male adolescents showed more behavioral EF problems than female adolescents, but this gender difference was negligible within the MD group. The practical implications of the results are discussed.",
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author = "Holm, {Marja E.} and Pirjo Aunio and Bj{\"o}rn, {Piia M.} and Liisa Klenberg and Johan Korhonen and Hannula, {Markku S.}",
year = "2018",
doi = "10.1177/0022219417720684",
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Behavioral executive functions among adolescents with mathematics difficulties. / Holm, Marja E.; Aunio, Pirjo; Björn, Piia M.; Klenberg, Liisa; Korhonen, Johan; Hannula, Markku S.

julkaisussa: Journal of Learning Disabilities, Vuosikerta 51, Nro 6, 2018, s. 578-588.

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

TY - JOUR

T1 - Behavioral executive functions among adolescents with mathematics difficulties

AU - Holm, Marja E.

AU - Aunio, Pirjo

AU - Björn, Piia M.

AU - Klenberg, Liisa

AU - Korhonen, Johan

AU - Hannula, Markku S.

PY - 2018

Y1 - 2018

N2 - This study investigates behavioral executive functions (EFs) in the mathematics classroom context among adolescents with different mathematics performance levels. The EF problems were assessed by teachers using a behavioral rating inventory. Using cutoff scores on a standardized mathematics assessment, groups with mathematics difficulties (MD; n = 124), low mathematics performance (LA; n = 140), and average or higher scores (AC; n = 355) were identified. Results showed that the MD group had more problems with distractibility, directing attention, shifting attention, initiative, execution of action, planning, and evaluation than the LA group, whereas the differences in hyperactivity, impulsivity, and sustaining attention were not significant. Compared to the AC group, the MD group showed more problems with all behavioral EFs except hyperactivity and impulsivity, while the LA group showed more problems only with shifting attention. Male adolescents showed more behavioral EF problems than female adolescents, but this gender difference was negligible within the MD group. The practical implications of the results are discussed.

AB - This study investigates behavioral executive functions (EFs) in the mathematics classroom context among adolescents with different mathematics performance levels. The EF problems were assessed by teachers using a behavioral rating inventory. Using cutoff scores on a standardized mathematics assessment, groups with mathematics difficulties (MD; n = 124), low mathematics performance (LA; n = 140), and average or higher scores (AC; n = 355) were identified. Results showed that the MD group had more problems with distractibility, directing attention, shifting attention, initiative, execution of action, planning, and evaluation than the LA group, whereas the differences in hyperactivity, impulsivity, and sustaining attention were not significant. Compared to the AC group, the MD group showed more problems with all behavioral EFs except hyperactivity and impulsivity, while the LA group showed more problems only with shifting attention. Male adolescents showed more behavioral EF problems than female adolescents, but this gender difference was negligible within the MD group. The practical implications of the results are discussed.

KW - 516 Educational sciences

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KW - mathematics difficulties

KW - pass cognitive-processes

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KW - LEARNING-DISABILITIES

KW - INDIVIDUAL-DIFFERENCES

KW - rating inventory

KW - NUMBER SENSE

KW - CHILDREN

KW - ACHIEVEMENT

KW - Attention

KW - PERFORMANCE

KW - 515 Psychology

U2 - 10.1177/0022219417720684

DO - 10.1177/0022219417720684

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JO - Journal of Learning Disabilities

JF - Journal of Learning Disabilities

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