Executive functions and self-efficacy in children with developmental dyslexia and parental attitudes of their mothers

Abstract

Aim: The aim of this study was to compare executive functions and self-efficacy in children with dyslexia and/or dysorthography relative to healthy controls, as well as the intensity of parental attitudes in their mothers. Method: Three groups of children: with developmental dyslexia and dysorthography (n = 49), with isolated dysorthography (n = 51), and without deficits (n = 59) underwent psychological assessment with the Stanford-Binet 5 Intelligence Scale, the Battery for diagnosing academic failure in pupils aged 10-12, the Battery for the diagnosis of cognitive performance in children aged 10-12 and the Personal Competence Scale. Their mothers completed the Parenting Attitudes Scale. Results: Monitoring time was longer in children with dyslexia and dysorthography compared to controls. Similarly, phonological and categorical fluency was poorer among children with dyslexia and dysorthography relative to the remaining two groups. No intergroup differences were observed in terms of self-efficacy, strength and persistence. The excessively demanding attitude was more frequent in mothers of healthy controls compared to those of children with dyslexia and dysorthography. No significant differences were found in the intensity of the attitude of acceptance, provision of autonomy, over-protectiveness or inconsistency in the investigated mothers. Conclusions: Due to deficits within phonological and categorical verbal fluency and a longer monitoring speed, children with dyslexia and dysorthography require stimulation within these executive domains. Among the strengths of children with developmental dyslexia and/or dysorthography are self-efficacy, strength and perseverance similar to those found in their healthy peers.