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Rumination as a Moderating Effect Between Math Computation and Executive Function Skills in Elementary Students
Canadian Journal of School Psychology ( IF 1.370 ) Pub Date : 2020-11-23 , DOI: 10.1177/0829573520973087
Melissa Kang 1 , Anne-Claude Bedard 1 , Rhonda Martinussen 1
Affiliation  

Although students with stronger executive functions (EFs) tend to do better on math computation (MC) assessments than students with weaker EFs, stressful testing situations may lower or affect their mathematical ability. Rumination is one maladaptive coping strategy that can negatively affect EF processes, but little is known about how it impacts the relationship between EFs and MC. This study aimed to examine the relationship between students’ performance on a standardized MC task and ratings of EF ability as a function of their level of rumination. In a sample of students from Grades 4 to 6 (n = 72, mean age = 10.74), there was an interaction between EF scores and rumination in predicting MC. Students with weaker EF scores demonstrated worse math performance than students with stronger EF scores. Interestingly, their level of rumination moderated this association. Specifically, EF difficulties were only associated with less proficient MC performance among high ruminators; this association was not observed among those students reporting low rumination levels. For school psychologists, these findings provide insight into the potential causes of poor MC performance among students with average or better EFs.



中文翻译:

反思是小学生数学计算与执行功能技能之间的调节作用

尽管具有较强执行功能(EF)的学生在数学计算(MC)评估上往往比具有较弱EF的学生做得更好,但压力测试情况可能会降低或影响他们的数学能力。反思是一种适应不良的应对策略,可能会对EF流程产生负面影响,但人们对其影响如何影响EF与MC之间的关系知之甚少。这项研究旨在检验学生在标准化MC任务上的表现与EF能力等级(取决于他们的反省水平)之间的关系。在4至6年级的学生样本中(n = 72岁,平均年龄= 10.74),在预测MC时,EF分数和反刍之间存在相互作用。EF分数较低的学生表现出比EF分数较高的学生更差的数学表现。有趣的是,他们的沉思程度减轻了这种联系。具体来说,EF困难仅与高反刍者中MC能力不足有关。报告低反刍水平的那些学生中没有发现这种关联。对于学校心理学家来说,这些发现可以帮助您了解EF中等或更好的学生MC表现不佳的潜在原因。

更新日期:2020-12-23
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