在小学和中学使用随机截取交叉滞后面板模型时,学生阅读乐趣的差异与成就有关吗?
William Luya Coventry1, Sarah Farraway1, Sally A Larsen2
1School of Psychology, University of New England, Armidale, NSW, Australia.
PloS one
|June 9, 2023
概括
阅读成绩在小学增加了乐趣,但乐趣推动了中学成绩. 这种技能-休-技能模式突出了随着时间的推移对学生学习的影响的变化.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 量化心理学 量化心理学
背景情况:
- 纵向研究对于理解阅读乐趣和学业成绩之间的动态相互作用至关重要.
- 随机截取交叉滞后面板模型 (RI-CLPM) 提供了先进的方法来解开人与人之间的影响.
研究的目的:
- 在小学和中学学习期间,调查阅读乐趣和学校阅读成绩之间的相互关系.
- 检查这种关系的方向性如何随着年龄和学术发展而变化.
主要方法:
- 利用了来自3年级,5年级,7年级和9年级的2,716名澳大利亚学生的纵向数据.
- 采用随机截断交叉滞后面板模型 (RI-CLPM) 来分析人与人之间的影响对阅读成就 (NAPLAN) 和阅读乐趣.
主要成果:
- 人体内影响解释了阅读乐趣和阅读成绩差异的绝大多数.
- 在小学 (三年级到五年级) 中,阅读成绩预测了以后的乐趣,而不是反之.
- 在中学 (七年级到九年级),阅读的乐趣更强烈地预测了随后的成就,这种模式被称为技能-休-技能 (S-L-S) 定向.
结论:
- 阅读乐趣和阅读成绩之间的关系不是静态的,而是在学校学习期间改变方向.
- 技能-休-技能 (S-L-S) 模型表明,培养乐趣对于推动后期学年成绩变得越来越重要.
- 这些发现对定制阅读教学有意义,以支持学生的动力和不同发展阶段的学术成功.
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