青少年改变学术自我概念的神经和行为相关性
Julia Rodriguez Buritica1,2,3, Stella Berboth4,5, Frances Hoferichter4
1Department of Psychology, University of Greifswald, Greifswald, Germany.
The British journal of educational psychology
|February 23, 2024
概括
学术成绩和积极的教师评价可以防止青春期学术自我概念 (ASC) 的下降. 在朋友评估期间,前神经中的神经活动与ASC有关,特别是在高成绩的学生中.
科学领域:
- 教育神经科学教育神经科学
- 发展心理学 发展心理学
- 认知神经科学 认知神经科学
背景情况:
- 青春期中期是自我发展的关键时期,影响学术自我概念 (ASC) 和潜在的神经机制.
- ASC受到教师和同龄人的学术表现和社会反的影响.
- 自我/他人评价的神经动态与ASC随时间变化之间的关系尚不清楚.
研究的目的:
- 研究自我和他人 (朋友,老师) 的评价及其神经相关的发展变化如何影响学术自我概念 (ASC).
- 检查学术成绩在青春期塑造ASC中的作用.
- 探索社会评估对ASC的纵向影响.
主要方法:
- 纵向fMRI研究,47名13岁的孩子被评估在两个时间点,间隔1.5年.
- 参与者评估了描述自己,朋友和老师的特征形容词.
- 分析与ASC学业成绩,自我/其他评估和神经活动的变化相关.
主要成果:
- 行为数据显示,学业成绩和积极的教师评价减轻了ASC下降.
- fMRI揭示了不同的神经相关性:皮质中线用于自我评估,前/后区域用于其他评估.
- 在朋友评估期间的Precuneus活动预测了在学业成绩较高的学生中ASC.
结论:
- 学业成功和积极的教师关系对于维持青少年ASC至关重要.
- 在对亲密人进行评估时,前神经中的神经活动是与ASC相关的重要因素.
- 教育神经科学方法对于了解青春期ASC的演变性质至关重要.
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