The attention and hyperactivity symptoms and mathematical achievement: a model mediated by working memory
碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 97 === The purpose of this study is to assess the impact of attention deficit and hyperactivity symptoms to mathematical achievement. Three hypotheses were tested. (1) The relationship among attention deficit, hyperactivity symptoms, working memory, and mathematical a...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2009
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| Online Access: | http://ndltd.ncl.edu.tw/handle/41075356349983740127 |
| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 97 === The purpose of this study is to assess the impact of attention deficit and hyperactivity symptoms to mathematical achievement. Three hypotheses were tested. (1) The relationship among attention deficit, hyperactivity symptoms, working memory, and mathematical achievement. (2) The mediated model of these variables. (3) Based on this medicated model, the best cut point of SNAP-IV attention deficit, and hyperactivity questionnaire to predict mathematical achievement one year later. Seventy-eight students from three primary schools in Tainan, and Kaohsiung areas were recruited. Teachers filled SNAP-IV questionnaire according to their observation in school. The students received computerized working memory battery and standardized mathematical test.
The results supported that attention deficit had negative relation to working memory and mathematical achievement. The working memory played a mediated role between attention and mathematical achievement. Proposed cut point on SNAP-IV attention deficit subscale predicts poor mathematical score one year after. Children with attention deficit had poor working memory and thus had poor mathematical scores.
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