Internalizing problems in children and adolescents with math disability.

Autor/inn/en	Graefen, Johanna; Kohn, Juliane; Wyschkon, Anne; Esser, Günter
Titel	Internalizing problems in children and adolescents with math disability.
Quelle	In: Zeitschrift für Psychologie, 223 (2015) 2, S. 93-101 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0044-3409; 0233-2353; 1438-9789; 2151-2604; 2151-2604 (2007); 2190-8370; 2190-8370 (2007)
DOI	10.1027/2151-2604/a000207
Schlagwörter	Problemlösen; Internalisierung; Schule; Lernschwierigkeit; Mathematische Kompetenz; Rechenschwäche; Jugendlicher
Abstract	Research has shown that learning disabilities are associated with internalizing problems in (pre)adolescents. In order to examine this relationship for math disability (MD), math achievement and internalizing problem scores were measured in a representative group of 1,436 (pre)adolescents. MD was defined by a discrepancy between math achievement and IQ. Internalizing problems were measured through a multi-informant (parents, teachers, self-report) approach. The results revealed that MD puts (pre)adolescents at a higher risk for internalizing problems. External and self-ratings differed between boys and girls, indicating that either they show distinct internalizing symptoms or they are being perceived differently by parents and teachers. Results emphasize the importance of both a multi-informant approach and the consideration of gender differences when measuring internalizing symptomatology of children with MD. For an optimal treatment of MD, depressive and anxious symptoms need to be considered. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3