Working Paper Article Version 1 This version is not peer-reviewed

Domain-Specific Stimulation of Executive Functioning in Low-Preforming Students with a Roma Background: Cognitive Potential Of Mathematics

Version 1 : Received: 12 May 2021 / Approved: 13 May 2021 / Online: 13 May 2021 (13:06:47 CEST)

A peer-reviewed article of this Preprint also exists.

Kovalčíková, I.; Veerbeek, J.; Vogelaar, B.; Prídavková, A.; Ferjenčík, J.; Šimčíková, E.; Tomková, B. Domain-Specific Stimulation of Executive Functioning in Low-Performing Students with a Roma Background: Cognitive Potential of Mathematics. Educ. Sci. 2021, 11, 285. Kovalčíková, I.; Veerbeek, J.; Vogelaar, B.; Prídavková, A.; Ferjenčík, J.; Šimčíková, E.; Tomková, B. Domain-Specific Stimulation of Executive Functioning in Low-Performing Students with a Roma Background: Cognitive Potential of Mathematics. Educ. Sci. 2021, 11, 285.

Journal reference: Educ. Sci. 2021, 11, 285
DOI: 10.3390/educsci11060285

Abstract

The current study investigated whether a domain-specific intervention targeting maths and executive functions of primary school children with a Roma background would be effective in improving their scholastic performance and executive functioning. In total, 122 students attending Grade 4 of elementary school took part in the project. The study concerned a pretest-intervention-training experimental design with three conditions: the experimental condition, an active and a passive control group. The results suggested that both maths performance and executive functions improved over time, with no significant differences between the three conditions. An additional correlational analysis indicated that pretest performance was not related to posttest performance for the children in the experimental and active control group.

Subject Areas

executive functioning; domain-specific cognitive stimulation; math; low-performing student; Roma ethnic group.

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