执行功能 (EF) 与轻度智力障碍学生在包容性教室中的数学成就之间的关系
1PhD. In Intellectual Disabilities, King Saud University, Jeddah, Saudi Arabia.
Applied neuropsychology. Child
|November 22, 2025
概括
执行功能与轻度智力障碍儿童的数学成绩有显著的相关性. 有针对性的培训可以增强这些执行功能,改善包容性教室的学业表现.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 轻度智力障碍 (ID) 的儿童在学术环境中经常面临挑战,特别是在数学方面.
- 执行职能是支持学习和学术成功的关键认知过程.
研究的目的:
- 研究在包容性教室中轻度智商学生的执行功能技能和数学成绩之间的关系.
- 为了确定执行职能,智力和年龄对数学成就的预测能力.
主要方法:
- 描述性-相关性研究设计.
- 有110名轻度ID的学生 (3-6年级,9-12岁) 参加.
- 通过问卷收集的数据;使用SPSS软件的结构方程建模 (SEM) 进行分析.
主要成果:
- 执行职能在很大程度上预测了数学成绩,解释了41.7%的差异.
- 智力和年龄逐渐增加了数学成就的预测能力.
- 执行职能,智力和年龄的综合模型解释了44.5%的数学成绩差异.
结论:
- 执行职能与轻度智障学生的数学成绩密切相关.
- 建议采取旨在加强执行职能的干预措施,以改善学术成果.
- 利用有针对性的培训和适当的策略可以提高执行职能的效率和有效性.
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