Inhibitory Control, Self-Efficacy, and Mathematics Achievements in Students with Learning Disabilities

Autor/inn/en	Bishara, Saied; Kaplan, Shani
Titel	Inhibitory Control, Self-Efficacy, and Mathematics Achievements in Students with Learning Disabilities
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 3, S.868-887 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bishara, Saied)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2021.1925878
Schlagwörter	Students with Disabilities; Learning Disabilities; Self Control; Inhibition; Self Efficacy; Mathematics Achievement; Grade 6; Inclusion; Correlation; Emotional Response; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Selbstbeherrschung; Hemmung; Self-efficacy; Selbstwirksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 06; 6. Schuljahr; Schuljahr 06; Inklusion; Korrelation; Emotionales Verhalten; Ausland
Abstract	This study examines the link between inhibitory control skills (the ability to plan and suppress an inappropriate action in favour of a goal-oriented reaction) and the sense of self-efficacy (both social and emotional), and mathematics achievements in students with learning disabilities. In this study, 60 sixth-grade students with learning disabilities who attended integrated classes in a general education setting were tested using three instruments: an inhibitory control questionnaire, a self-efficacy questionnaire, and a mathematics achievement test. Findings show that learning-disabled learners have better mathematics achievements and social self-efficacy the higher their inhibitory control skills are. Interestingly, no statistically significant association was found between inhibitory control and emotional self-efficacy. An examination of the pattern of associations between the study parameters pointed to a statistically significant absence of a mediating effect by self-efficacy on the link between inhibitory control and mathematics achievements. The two linked variables appear to be independent variables and the emotional component of self-efficacy is a predictor of achievement. In addition to this, self-efficacy was found to facilitate better inhibitory control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01