儿童掌握动机与认知学校准备之间的纵向关联:执行功能和社会情感能力作为潜在的调解者
Wing Kai Fung1, Kevin Kien Hoa Chung2
1Early Childhood, School of Education, Liverpool Hope University, Hope Park, Liverpool L16 9JD, UK.
Journal of experimental child psychology
|June 5, 2023
概括
幼儿园儿童的对象掌握动机直接预测了认知学校的准备. 对象和社会掌握的动机都通过执行功能和社会情感技能间接地影响了准备.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 动机研究 动机研究
背景情况:
- 掌握动机对于早期学习至关重要.
- 了解影响学校准备的因素对于教育干预至关重要.
- 动机,执行功能和社会情感能力之间的相互作用需要进一步研究.
研究的目的:
- 检查对象和社会掌握动机和幼儿园儿童的认知学校准备之间的直接和间接关系.
- 调查执行职能和社会情感能力在这些关系中的调解作用.
- 为儿童早期教育战略提供信息,以提高儿童的学业准备.
主要方法:
- 与103名香港幼儿园儿童及其老师进行长度研究.
- 教师报告了孩子的对象和社会掌握动机 (第一时间).
- 教师评价了孩子们的执行功能,社会情感能力和认知学校准备能力 (第二次).
- 使用路径分析来建模直接和间接影响.
主要成果:
- 对象掌握动机直接预测了认知学校的准备.
- 对象掌握动机通过执行功能间接预测了认知学校准备 (β = .32,p < .001).
- 社会掌握动机间接预测了通过社会情感能力的认知学校准备 (β = .09,p < .01).
结论:
- 对象掌握动机在认知学校准备中发挥着重要的直接作用.
- 执行功能和社会情感能力是掌握动机和学校准备之间的关键调解者.
- 提供充足的游戏机会和材料可以促进掌握动机,并提高幼儿的认知学校准备.
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