The role of inattention and poor working memory on the mathematical performance among children in elementary school: a mediation analysis
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Abstract
Poor mathematical performance is a major issue for children with ADHD. The aim of this study is to assess the impact of attention deficit and hyperactivity in relation to mathematical performance. We probed (1)
The relationship among the tendency of attention deficit, hyperactivity
symptoms, working memory, and mathematical performance. (2) The
mediated model of these variables. Seventy-eight students from three
primary schools in Tainan, and Kaohsiung areas were recruited. Teachers
filled in SNAP-IV questionnaires according to their observations of
inattention, hyperactivity/impulsivity in school. The students received
computerized working memory batteries and standardized mathematical tests. Inattention and hyperactivity are both related to poor mathematical
performance. Inattention is negatively related to working memory and
mathematical performance. Working memory plays a mediated role between inattention and mathematical performance. Poor working memory could
be a mediator between inattention which is a core of ADHD tendency and poor mathematical scores. Mathematical performance in children with ADHD might be improved by improving working memory.
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