The specific knowledge about the differences in the math-related cognitive skills between students with a mathematics learning disability (MLD) and students with low achieving (LA) helps to identify mathematical learning difficulties earlier, which, in turn, leads to avoidance of motivational-emotional problems among the students. There is less information about the differences and similarities in the cognitive skills and motivational-emotional factors of students with MLD and LA. This study aims to fill those gaps. 88 students aged 9-10 years, divided into the two sample groups (MLD and LA) and control group, were measured by WRAT 5 and the testing tool for school psychologists (TTSP). Students solved the tasks to measure mathematical and cognitive skills and motivational-emotional factors. The results indicated that cognitive skills like executive functions and reasoning are disturbed in both sample groups. The difference between the two groups was revealed only in visual attention, where students with MLD scored lower than students with LA. Concerning motivational and emotional factors, LA and students with MLD have lower self-perceived ability than typical achievers. Moreover, LA have lower learning satisfaction and higher anxiety levels than typical achievers. However, students with MLD have higher depressiveness compared with typically achieving students.

Authors: Triin Kivirähk Koor, Eve Kikas, Mairi Männamaa, Aaro Toomela, Evelyn Kiive

• Date of Conference: 4-6 November 2024
• DOI: 10.20533/WCSNE.2024.0022
• ISBN: 978-1-913572-75-4
• Conference Location: St Anne’s College, University of Oxford, Oxford, UK