Mathematics Difficulties and Psychopathology in School-Age Children

Autor/inn/en	Wakeman, Holly N.; Wadsworth, Sally J.; Olson, Richard K.; DeFries, John C.; Pennington, Bruce F.; Willcutt, Erik G.
Titel	Mathematics Difficulties and Psychopathology in School-Age Children
Quelle	In: Journal of Learning Disabilities, 56 (2023) 2, S.116-131 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wakeman, Holly N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194221084136
Schlagwörter	Children; Adolescents; Correlation; Learning Problems; Age Differences; Gender Differences; Psychopathology; Behavior Problems; Mental Health; Interpersonal Competence; Anxiety; Depression (Psychology); Learning Disabilities; Mathematics Skills; Attention Deficit Hyperactivity Disorder; Twins; Colorado; Wide Range Achievement Test; Peabody Individual Achievement Test; Childrens Manifest Anxiety Scale; Childrens Depression Inventory; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Korrelation; Lernproblem; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Psychopathologie; Psychohygiene; Interpersonale Kompetenz; Angst; Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Twin; Zwilling
Abstract	This study investigated the relationship between mathematics difficulties and psychopathology in a large community sample (N = 881) of youth (8-18 years of age) in the United States. The primary aims of the study were to (a) test the associations between mathematics difficulties and specific components of internalizing, externalizing, attention, and social problems; (b) examine potential age and gender differences; and (c) investigate the longitudinal relationship between mathematics and psychopathology using 5-year follow-up data. Results indicated that individuals with mathematics difficulties exhibited elevations in most dimensions of psychopathology, including anxiety, depression, externalizing behaviors, attention problems, and social problems. Furthermore, mathematics impairment was associated with internalizing problems, rule-breaking behaviors, inattention, and social problems even after controlling for comorbid reading difficulties. Results suggested that the associations between mathematics and psychopathology are generally similar in males and females. Finally, preliminary longitudinal evidence suggested that initial mathematics difficulties predicted elevations of conduct disorder, rule-breaking behavior, inattention, hyperactivity, and social problems at follow-up, with several of these associations remaining significant even after controlling for initial reading. In contrast, there was no significant association between initial mathematics ability and internalizing symptoms at follow-up, demonstrating some amelioration of internalizing symptoms over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01