Behavioral Executive Functions Among Adolescents With Mathematics Difficulties

Area of Science:

• Educational Psychology
• Neuroscience
• Developmental Psychology

Background:

• Executive functions (EFs) are crucial cognitive processes influencing academic success.
• Understanding EFs in the context of mathematics learning is vital for targeted interventions.
• Adolescents with varying mathematics performance levels may present distinct EF profiles.

Purpose of the Study:

• To investigate behavioral executive functions (EFs) in adolescents with different mathematics performance levels.
• To compare EF challenges across groups with mathematics difficulties (MD), low mathematics performance (LA), and average or higher scores (AC).
• To examine gender differences in behavioral EFs within these mathematics performance groups.

Main Methods:

• Teacher-rated behavioral executive function problems were assessed using a standardized inventory.
• Adolescents were categorized into MD, LA, and AC groups based on mathematics assessment scores.
• Statistical analyses compared EF profiles across the identified mathematics performance groups and by gender.

Main Results:

• The MD group demonstrated significantly more problems with distractibility, attention shifting, initiative, action execution, planning, and evaluation compared to the LA group.
• Both MD and LA groups showed more behavioral EF problems than the AC group, with specific differences noted in attention and planning.
• Male adolescents generally exhibited more behavioral EF problems than females, though this difference was minimal in the MD group.

Conclusions:

• Mathematics difficulties in adolescents are strongly associated with a range of behavioral executive function deficits.
• Targeted support for executive functions, especially planning and attention, may benefit students struggling with mathematics.
• The findings highlight the importance of considering both academic performance and executive function profiles in educational settings.