Externaliserende en internaliserende gedragsproblemen bij kinderen met dyscalculie, en de rol van academische competentiebeleving.

Abstract

Background: Children with learning disorders often have externalizing and internalizing behavior problems. Their perceived academic competence often is low. There is much knowledge about learning disorders like dyslexia, and their relationship to behavior problems, but less is known about the relationship between dyscalculia and behavior problems. Purpose: The main purpose of this study was to examine the differences between children with dyscalculia and children without dyscalculia, regarding their internalizing and externalizing behaviour problems and their perceived academic competence. The relationship between perceived academic competence and behaviour problems was also examined. Method: This study included 60 children. The parents and teachers of the children, individually completed a questionnaire to assess the children’s behavior problems. The perceived academic competence of the children with dyscalculia and the children without dyscalculia was measured by a self-report questionnaire. Results: The results of this study showed that, compared to children without dyscalculia, children with dyscalculia experienced more internalizing problems. Children with dyscalculia experienced no more externalizing problems, and their perceived academic competence was not significantly lower, compared to children without dyscalculia. The perceived academic competence had no mediating effect on the behavior problems in children with dyscalculia. Conclusion: The results indicate that there are indeed differences between children with dyscalculia and children without dyscalculia, in terms of internalizing problems. There are no differences in terms of externalizing problems and perceived academic competence. The perceived academic competence has no mediating effect on the development of behavior problems in children with dyscalculia.