情绪智力,拼写表现和智力系数差异基于学龄儿童的执行功能概况
Julián Alfonso Muñoz-Parreño1, Noelia Belando-Pedreño2, Alfonso Valero-Valenzuela3
1Faculty of Health Sciences and Faculty of Education, Universidad Isabel I and Universidad Alfonso X, Burgos and Madrid, Spain.
The European journal of neuroscience
|October 2, 2023
概括
具有更高执行功能的孩子表现出更好的智商系数,拼写和人际情感智力. 这突显了认知技能与小学学生学业成功之间的联系.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 神经心理学 神经心理学
背景情况:
- 执行职能对于认知和学术发展至关重要.
- 了解执行功能,智力和情绪智力之间的相互作用对于教育策略至关重要.
- 以前的研究表明存在联系,但学龄儿童的具体情况需要进一步调查.
研究的目的:
- 研究小学生智商 (IQ),拼写表现,执行功能和情绪智力之间的相关性.
- 在西班牙学童的样本中识别不同的执行功能配置文件.
- 分析智商,拼写和情绪智能的差异,基于确定的执行功能配置文件.
主要方法:
- 125名西班牙小学学生 (平均年龄10.92岁) 的样本参与了调查.
- 使用BADyG测试来评估智商和拼写.
- 用NIH EXAMINER电池测量执行功能,用Bar-On问卷测量情绪智力.
主要成果:
- 在智商,拼写,执行功能和特定情绪智能维度 (适应性,人际关系) 之间发现了显著的正相关性.
- 两种不同的执行职能配置文件出现了:一个高功能组 (59.7%) 和一个低功能组 (40.3%).
- 高执行功能个人资料组的学生表现出显著更高的智商,拼写表现和人际情感智力.
结论:
- 执行职能与小学儿童的认知能力,学术技能和情绪智力密切相关.
- 识别的执行职能配置文件提供了对学生变化和潜在学习需求的洞察.
- 研究结果表明,针对执行职能的干预措施可能会增强学龄儿童的整体学术和社会情感发展.
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