在高度定量化的大学课程中检查认知值的存在
You Zhou1, Nathan R Kuncel1, Paul R Sackett1
1Department of Psychology, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA.
Journal of Intelligence
|April 26, 2024
概括
这项研究调查了学业成功的认知值. 虽然没有绝对的失败门,但较低的定量能力显著限制了在苛刻的课程中取得成功,作为一个几乎必要的条件.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
背景情况:
- 认知能力和学业表现之间的关系往往是单调的.
- 一些研究表明,对于具有挑战性的课程工作,认知值可能是必要的.
- 有限的研究存在于高等教育的认知值.
研究的目的:
- 调查高等教育学术成就的认知值的存在.
- 检查高SAT数学成绩是否是获得定量课程满意成绩的必要条件.
- 使用多机构数据集,复制以前关于认知值的发现.
主要方法:
- 使用了一个多机构数据集.
- 雇员的必要条件分析 (NCA).
- 考核了数学和物理的GPA,以及有机化学课程的成绩.
主要成果:
- 没有发现任何绝对的认知值,低于此,失败是有保证的.
- 具有较低量化能力的学生在高度量化课程中成功的机会非常小.
- 较低的定量能力功能作为一个几乎必要的条件,以取得成功在苛刻的课程.
结论:
- 学业失败的绝对认知值似乎不存在.
- 定量能力是成功在具有挑战性的定量课程的关键因素.
- 努力可能无法完全弥补困难受试者显著低的认知能力.
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