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Investigating Latent Interactions between Students' Affective Cognition and Learning Performance: Meta-Analysis of
Jian Li1, Eryong Xue1, Chenchang Li1
1China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing 100875, China.
Behavioral Sciences (Basel, Switzerland)
|July 28, 2023
Summary
Student learning is influenced by affective and cognitive factors. Academic performance is significantly impacted by learning scores, future aspirations, and support systems, with other factors showing moderate to weak influences.
Area of Science:
- Educational Psychology
- Cognitive Science
Background:
- Affective and cognitive factors significantly influence student learning performance.
- Limited research exists on the complex interactions between these factors and academic outcomes.
Purpose of the Study:
- To conduct a meta-analysis examining the relationships between affective and cognitive factors and students' learning performance.
- To identify and synthesize key influencing factors from existing literature.
Main Methods:
- A meta-analytic approach was employed.
- Selected publications were systematically reviewed to identify affective and cognitive factors impacting student learning.
Main Results:
- 18 distinct affective and cognitive factors influencing student learning achievement were identified.
- Significant impact on academic performance was found for learning scores, future aspirations, peer support, and family support.
- Moderate impact was observed for factors including motivation, self-regulation, and attitudes, while self-efficacy showed weak influence.
Conclusions:
- Affective and cognitive factors have a varied impact on student learning performance.
- Support systems and goal orientation are crucial for academic success, highlighting areas for targeted educational interventions.
Keywords:
affective and cognitive factorseducation developmentstudent learning developmentstudent learning performanceMore Related Videos
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