Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement

Abstract

In this study, the relationship between adolescents’ difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one age group of ninth-graders whose mathematics and reading skills were assessed at the end of comprehensive school at age 16 years. Five student profile groups were found using cluster analysis: best achievers, normal achievers (NA), the reading difficulty (RD) group, the mathematical difficulty (MD) group, and the learning difficulty (LD) group. Post-hoc tests revealed that the RD group and the LD group had a higher academic self-concept than the MD group. In school grades history, surprisingly, the NA group and the RD group performed equally well across all school grades. Students in the MD group performed as poorly as the LD group. The results emphasise the prolonged and generalised effects of especially MD on students’ academic careers.

Keywords:

• Academic achievement
• academic self-concept
• cluster analyses
• Finnish education system
• learning
• mathematical difficulty
• reading difficulty
• special education

Acknowledgements

The findings reported here are based on research conducted as part of Staying on Track of Learning research project, funded by the Academy of Finland (SA 213486) and no restrictions have been imposed on free access to, or publication of, the research data. The content of this publication does not necessarily reflect the views or any policies nor does mention of trade names, commercial products or organisations. Opinions reflect those of the authors and do not necessarily reflect those of the funding agency.