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Internalizing problems in children and adolescents with math disability

  • 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.

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Metadaten
Author:Johanna Graefen, Juliane Kohn, Anne Wyschkon, Günter EsserGND
DOI:https://doi.org/10.1027/2151-2604/a000207
ISSN:2190-8370 (print)
ISSN:2151-2604 (online)
Parent Title (English):Zeitschrift für Psychologie = Journal of psychology
Publisher:Hogrefe
Place of publication:Göttingen
Document Type:Article
Language:English
Year of first Publication:2015
Year of Completion:2015
Release Date:2017/03/27
Tag:adolescence; comorbidities; internalizing problems; math disability
Volume:223
Issue:2
Pagenumber:9
First Page:93
Last Page:101
Funder:German Research Foundation (Deutsche Forschungsgemeinschaft - DFG) [1668/1]
Organizational units:Humanwissenschaftliche Fakultät / Institut für Psychologie
Peer Review:Referiert