Children with and without dyscalculia: How mathematics anxiety and executive functions may (or may not) affect mental calculation

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-04-24 DOI:10.1016/j.lindif.2025.102693

Rachele Lievore , Sara Caviola , Irene C. Mammarella

{"title":"Children with and without dyscalculia: How mathematics anxiety and executive functions may (or may not) affect mental calculation","authors":"Rachele Lievore , Sara Caviola , Irene C. Mammarella","doi":"10.1016/j.lindif.2025.102693","DOIUrl":null,"url":null,"abstract":"<div><div>The aim of the current study was to assess the impact of affective factors, such as mathematics anxiety, and cognitive domain-general factors, like executive functions, on mathematical skills of children with Developmental Dyscalculia (DD) in comparison to non-diagnosed (ND) peers. The study involved 87 children aged between 8 and 15 years old: 39 (17 M) with DD, and 48 (24 M) ND, matched for age, gender, and IQ. Participants completed a mental calculation task, three executive functions tests (inhibition, updating and set-shifting), and a self-report measure of mathematics anxiety. Results suggest higher levels of mathematics anxiety and poorer performance on all executive functions tasks in children with DD. After controlling for children's general anxiety reported by participants' parents, regression analysis revealed that lower levels of mathematics anxiety and better updating skills predicted mental calculation accuracy for the ND participants. However, these factors did not support mathematical performance in children with DD.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102693"},"PeriodicalIF":3.8000,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Individual Differences","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S104160802500069X","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 0

Abstract

The aim of the current study was to assess the impact of affective factors, such as mathematics anxiety, and cognitive domain-general factors, like executive functions, on mathematical skills of children with Developmental Dyscalculia (DD) in comparison to non-diagnosed (ND) peers. The study involved 87 children aged between 8 and 15 years old: 39 (17 M) with DD, and 48 (24 M) ND, matched for age, gender, and IQ. Participants completed a mental calculation task, three executive functions tests (inhibition, updating and set-shifting), and a self-report measure of mathematics anxiety. Results suggest higher levels of mathematics anxiety and poorer performance on all executive functions tasks in children with DD. After controlling for children's general anxiety reported by participants' parents, regression analysis revealed that lower levels of mathematics anxiety and better updating skills predicted mental calculation accuracy for the ND participants. However, these factors did not support mathematical performance in children with DD.

查看原文本刊更多论文

有或没有计算障碍的儿童：数学焦虑和执行功能如何可能（或可能不）影响心理计算

本研究的目的是评估情感因素（如数学焦虑）和认知领域一般因素（如执行功能）对发展性计算障碍（DD）儿童数学技能的影响，并将其与未确诊的同龄人（ND）进行比较。该研究涉及87名年龄在8至15岁之间的儿童：39名（17岁）患有DD， 48名（24岁）患有ND，年龄、性别和智商相匹配。参与者完成了一项心理计算任务，三项执行功能测试（抑制，更新和设置转移），以及数学焦虑的自我报告测量。结果表明，DD儿童的数学焦虑水平较高，在所有执行功能任务上的表现较差。在控制了参与者父母报告的儿童一般焦虑水平后，回归分析显示，较低的数学焦虑水平和较好的更新技能预测了ND参与者的心算准确性。然而，这些因素并不支持DD儿童的数学表现。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).