Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement

Autor/inn/en	Holopainen, Leena; Taipale, Airi; Savolainen, Hannu
Titel	Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement
Quelle	In: International Journal of Disability, Development and Education, 64 (2017) 1, S.88-103 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2016.1181257
Schlagwörter	Mathematics Achievement; Mathematics Instruction; Learning Problems; Correlation; Reading Difficulties; Profiles; Multivariate Analysis; Self Concept; Academic Ability; Grades (Scholastic); Grade 9; High School Students; Reading Achievement; Academic Achievement; Special Education; Foreign Countries; Children; Self Concept Measures; Statistical Analysis; Elementary School Students; Finland; Self Perception Profile for Children + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Lernproblem; Korrelation; Reading difficulty; Leseschwierigkeit; Charakterisierung; Profilanalyse; Multivariate Analyse; Selbstkonzept; Notenspiegel; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leseleistung; Schulleistung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Child; Kind; Kinder; Statistische Analyse; Finnland
Abstract	In this study, the relationship between adolescents' difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one age group of ninth-graders whose mathematics and reading skills were assessed at the end of comprehensive school at age 16 years. Five student profile groups were found using cluster analysis: best achievers, normal achievers (NA), the reading difficulty (RD) group, the mathematical difficulty (MD) group, and the learning difficulty (LD) group. Post-hoc tests revealed that the RD group and the LD group had a higher academic self-concept than the MD group. In school grades history, surprisingly, the NA group and the RD group performed equally well across all school grades. Students in the MD group performed as poorly as the LD group. The results emphasise the prolonged and generalised effects of especially MD on students' academic careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01