| dc.description.abstract | Background: Children with learning disorders often have comorbid psychosocial problems, like low perceived competence or attention and behavior problems. Knowledge of children with dyscalculia and these comorbid psychosocial problems is still scarce. Purpose: The main purpose of this study was to examine the differences between children with dyscalculia and children without mathematical problems, regarding their academic, social and behavioral perceived competence and attention and behavior problems. The relationship between perceived competence and attention and behavior problems was also examined. Method: This study included a matched sample of 34 8-to-14-year-old children. A self-report questionnaire was used to measure the perceived competence of children with dyscalculia and children without mathematical problems. Parents and teachers also individually completed a questionnaire to assess the attention and behavior problems. Results: The results of this study showed that, compared to the control group, children with dyscalculia had a significantly lower academic perceived competence. Children with dyscalculia also experienced more attention problems and internalizing problems compared to children in the control group, as reported by all informants, also when these problems were controlled for academic, social en behavioral perceived competence. Externalizing problem behavior as reported by both the parents was related to the social perceived competence of the children with dyscalculia. Conclusion: The results indicate that there are indeed differences between children with dyscalculia and children without mathematical problems in terms of perceived competence, attention and behavior problems. In the screening, the counseling and the treatment of children with dyscalculia, these results need to be taken into account. | |
