Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement
Holopainen, L., Taipale, A., & Savolainen, H. (2017). Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement. International Journal of Disability, Development and Education, 64(1), 88-103. https://doi.org/10.1080/1034912X.2016.1181257
© 2016 Informa UK Limited, trading as Taylor & Francis Group. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis. Published in this repository with the kind permission of the publisher.
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.
PublisherRoutledge; Fred and Eleanor Schonell Educational Research Centre
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
Mathematics Skills of Kosovar Primary School Children: A Special View on Children with Mathematical Learning Difficulties Salihu, Linda; Räsänen, Pekka (T&K Academic, 2018)The present study examined the development of mathematics skills of Kosovar primary school children in terms of their gender, living area, socio-economic status, and achievement level. A special emphasis was placed on ...
Reciprocal Relations between Adolescents’ Self-Concepts of Ability and Achievement Emotions in Mathematics and Literacy Clem, Anna-Leena; Hirvonen, Riikka; Aunola, Kaisa; Kiuru, Noona (Elsevier, 2021)This longitudinal study examined cross-lagged relations of self-concepts of ability and achievement emotions (i.e., enjoyment, boredom, anxiety) in two central school subjects (i.e., mathematics and literacy). Adolescents ...
Vasalampi, Kati; Pakarinen, Eija; Torppa, Minna; Viljaranta, Jaana; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija (Springer, 2020)According to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a ...
Natale, Katja (University of Jyväskylä, 2007)Katja Natale seurasi väitöstutkimuksessaan vanhempien lastensa koulumenestystä koskevien kausaaliattribuutioiden eli syyselitysten muotoutumista lasten siirtyessä esikoulusta kouluun. Hän tutki kuinka tärkeinä vanhemmat ...
RAN and learning disabilities : is there a special connection between mathematical difficulties and rapid automatized naming? Gaiani, Annika (2020)Tässä tutkimuksessa tutkittiin, onko matematiikan vaikeuksista (MV) kärsivillä lapsilla, myös ongelmia nopean sarjallisen nimeämisen (RAN) testissä. Tämän lisäksi tarkasteltiin, vaikuttaako matematiikan sujuvuusvaikeuden ...