Mathematics Achievement and Anxiety and Their Relation to Internalizing and Externalizing Behaviors

Autor/inn/en	Wu, Sarah S.; Willcutt, Erik G.; Escovar, Emily; Menon, Vinod
Titel	Mathematics Achievement and Anxiety and Their Relation to Internalizing and Externalizing Behaviors
Quelle	In: Journal of Learning Disabilities, 47 (2014) 6, S.503-514 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219412473154
Schlagwörter	Mathematics Achievement; Anxiety; Behavior Problems; Correlation; Learning Problems; Elementary School Students; Grade 2; Grade 3; Attention Deficit Disorders; Interpersonal Competence; Gender Differences; Mathematics Anxiety; Learning Disabilities; Low Achievement; Comorbidity; Classification; Individual Differences; Emotional Problems; Hypothesis Testing; Comparative Analysis; Statistical Analysis; Check Lists; Achievement Tests; Psychopathology; Child Behavior Checklist; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Angst; Korrelation; Lernproblem; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Interpersonale Kompetenz; Geschlechterkonflikt; Learning handicap; Lernbehinderung; Unterdurchschnittliche Leistung; Classification system; Klassifikation; Klassifikationssystem; Individueller Unterschied; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Checkliste; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Psychopathologie; WIAT; Eignungsprüfung; Eignungstest
Abstract	Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10