新兴成年人空间能力的个体差异:情感因素起什么作用?
Carlos J Desme1, Anthony S Dick2, Timothy B Hayes2
1Department of Psychology, Florida International University, 11200 SW 8th Street, Miami, FL, 33199, USA. cdesm002@fiu.edu.
Cognitive research: principles and implications
|March 19, 2024
概括
学生对空间技能的信心对空间任务的表现产生了积极的影响,例如心理旋转和视角采用. 然而,在这项研究中,空间焦虑与表现没有显著的关系.
科学领域:
- 认知心理学 认知心理学
- 在STEM教育研究研究中.
背景情况:
- 空间能力对于科学,技术,工程和数学 (STEM) 领域的成功至关重要.
- 空间技能中的个体差异已经得到了充分的证据,但情感因素的影响仍未得到充分探索.
- 现有的研究还不清楚信心和焦虑具体如何影响不同空间任务的表现.
研究的目的:
- 调查自我报告的空间信心,空间焦虑和一般焦虑与两个不同的空间任务的表现之间的关系.
- 为了确定情感变量是否解释STEM学生之间的空间能力的个体差异.
- 检查信心和焦虑对心理旋转和视角任务的不同影响.
主要方法:
- 一个样本100本科生在入门STEM课程参加.
- 参与者完成了空间信心,空间焦虑和一般焦虑的自我报告措施.
- 使用心理旋转任务 (MRT) 和视角和空间定向任务 (PTSOT) 评估绩效.
主要成果:
- 空间信心与在MRT和PTSOT上表现更好显著相关,即使在控制一般焦虑和性别之后.
- 空间焦虑与MRT或PTSOT的表现没有显著的关系.
- 一般焦虑和生物性别被纳入分析中的共变量.
结论:
- 自我感知空间信心是STEM学生空间任务表现的重要预测因素.
- 研究结果表明,并非所有情感因素都同样影响空间能力;信心起着关键作用,而焦虑的影响可能更为细微.
- 需要进一步的研究来探索STEM环境中情绪状态和空间认知之间的复杂相互作用.
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