有共同阅读和数学困难的孩子是否会遇到更多的内化问题?
Ana Paula Alves Vieira1, George K Georgiou1, Yuliya Kotelnikova1
1University of Alberta, Edmonton, Canada.
Journal of learning disabilities
|April 28, 2025
概括
阅读和数学困难的孩子表现出更高的焦虑和抑郁,但注意力问题可能会解释这些内化问题.
科学领域:
- 儿童心理学 儿童心理学
- 神经发育障碍 神经发育障碍
- 教育心理学教育心理学
背景情况:
- 同病阅读 (RD) 和数学困难 (MD) 在儿童中很常见.
- 焦虑和抑郁等内化问题经常在学习障碍儿童中观察到.
- 注意力缺陷在学习困难和内化问题之间的关系中的作用需要进一步研究.
研究的目的:
- 为了调查与RD和MD并发症儿童的内化问题.
- 为了确定注意力缺陷是否调解并发性RDMD和内化症状之间的联系.
- 为了比较RD,MD,并发性RDMD和典型的发展对照的儿童之间的内化症状.
主要方法:
- 参与者包括患有RD,MD,并发性RDMD的儿童和年龄匹配的对照.
- 评估包括阅读,数学,一般认知能力和注意力.
- 教师的评分被用来衡量焦虑,抑郁,体质抱怨和社会退缩.
主要成果:
- 患有并发性RDMD的儿童报告的焦虑和抑郁程度高于年代年龄对照组.
- 在控制注意力缺陷后,这些显著的内部化问题的差异消失了.
- 两组之间没有发现体质抱怨或社会退缩的显著差异.
结论:
- 伴随性阅读和数学困难可能会增加儿童焦虑和抑郁的风险.
- 注意力障碍似乎在这些内化问题的表现中起着重要作用.
- 针对注意力缺陷可能对于解决伴随性学习障碍儿童的情绪和行为挑战至关重要.
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