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dc.contributor.authorHolopainen, Leena
dc.contributor.authorTaipale, Airi
dc.contributor.authorSavolainen, Hannu
dc.date.accessioned2017-12-14T11:51:19Z
dc.date.available2017-12-14T11:51:19Z
dc.date.issued2017
dc.identifier.citationHolopainen, L., Taipale, A., & Savolainen, H. (2017). Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement. <i>International Journal of Disability, Development and Education</i>, <i>64</i>(1), 88-103. <a href="https://doi.org/10.1080/1034912X.2016.1181257" target="_blank">https://doi.org/10.1080/1034912X.2016.1181257</a>
dc.identifier.otherCONVID_25692853
dc.identifier.otherTUTKAID_69961
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/56336
dc.description.abstractIn 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.
dc.language.isoeng
dc.publisherRoutledge; Fred and Eleanor Schonell Educational Research Centre
dc.relation.ispartofseriesInternational Journal of Disability, Development and Education
dc.subject.otheracademic achievement
dc.subject.otheracademic self-concept
dc.subject.othercluster analyses
dc.subject.otherFinnish education system
dc.subject.othermathematical difficulty
dc.subject.otherreading difficulty
dc.subject.otherspecial education
dc.titleImplications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201712114611
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineSpecial Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-12-11T13:15:25Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange88-103
dc.relation.issn1034-912X
dc.relation.numberinseries1
dc.relation.volume64
dc.type.versionacceptedVersion
dc.rights.copyright© 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.
dc.rights.accesslevelopenAccessfi
dc.subject.ysooppiminen
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
dc.relation.doi10.1080/1034912X.2016.1181257
dc.type.okmA1


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