中国儿童自我认知维度与学业成绩之间的关系:一个交叉滞后的小组分析
Yujia Zhang1, Qiyiru Dong1, Bowen Xiao2
1School of Psychology, Shanghai Normal University.
School psychology (Washington, D.C.)
|September 12, 2024
概括
中国儿童的自我认知与学业成功有着多种联系. 学术能力提高了成绩,而体育能力可能会阻碍它,突出了相互关系.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 跨文化心理学 跨文化心理学
背景情况:
- 自我感知是影响各种生活领域的多面构造.
- 了解这些感知对于学术成功至关重要,特别是在不同的文化背景下.
- 以前的研究表明,自我认知和学术成就之间存在联系,但细微差别需要进一步探索.
研究的目的:
- 调查中国儿童自我认知和学业成绩的不同维度之间的关联.
- 检查自我认知和学业成绩之间的相互预测关系.
- 探索中国的自我发展和学术表现的文化背景.
主要方法:
- 纵向研究设计,在一个学年内在两个时间点收集数据.
- 参与者包括604名4-7年级的中国儿童.
- 测量包括自我认知自我报告和学业成绩的学校记录,使用交叉滞后面板分析进行分析.
主要成果:
- 在第一时间感知到的学术能力积极预测了第二时间的学术成绩 (β = .08,p < .05).
- 时间1的学术成绩积极预测了时间2的学术能力 (β = .10,p < .05).
- 在第一时间感知到的运动能力在第二时间负面预测了学术成绩 (β = -.08,p < .01).
结论:
- 自我认知有不同的方面,与学术成绩有不同的关联.
- 感知到的学术能力和学术成就之间存在着相互关系.
- 感知到的运动能力可能会对学业成绩产生负面影响,因此在教育实践中需要考虑.
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