Direct effects of dyscalculia on executive functions: revisiting mediation models

Dyscalculia, a specific learning disability in mathematics, is linked to deficits in executive functions, yet integrative studies in Arabic-speaking contexts remain scarce. This study examined working memory, inhibition, and cognitive flexibility collectively in children with dyscalculia. Using 64 children (32 per group), advanced techniques including Ridge regression, PCA, and ROC analysis assessed these functions. Both groups demonstrated average intelligence (Raven's Progressive Matrices), with the dyscalculia group showing profound mathematical deficits across nine arithmetic domains. Significant group differences emerged in all three executive functions (<i>p</i> < .001), with large effect sizes (d = -2.15 to -1.80; <i>r</i> = 0.80), extremely high predictive accuracy (ROC-AUC = 0.999, requiring replication), and significant correlations with mathematical performance (<i>r</i> = .32 to .62, all <i>p</i> < .01). Unexpectedly, no significant mediation was observed (ACME: <i>p</i> > .05), with dyscalculia exerting direct effects, and a significant interaction limited to cognitive flexibility (β = 0.62, <i>p</i> = .043). These findings contribute to understanding executive function architecture in dyscalculia and mark the first integrative analysis in an Arabic-speaking context. Results may support early diagnostic tools and targeted interventions addressing specific executive function deficits, offering potential advancements for educational practices in Arabic-speaking regions, though cross-cultural validation remains essential.