信任评分是否会反应性地改变儿童的学术评估成绩? 来自三年长度研究的负答案
Jun Zheng1, Ningxin Su2, Tian Fan3
1Center for Teacher Education Research, Faculty of Education, Beijing Normal University, Beijing 100875, China.
Journal of Intelligence
|September 27, 2024
概括
进行自信评分 (CRs) 并没有改善四年级学生在中文或数学方面的学业表现. 这项研究没有发现CRs对学生评估结果的反应效应,无论他们的自信程度如何.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 超认知研究研究 超认知研究
背景情况:
- 像信任评分 (CRs) 一样,超认知判断可以提高决策和推理任务的表现.
- 之前的研究表明,CRs可以提高任务性能,特别是对自信的人来说,这是一种反应效应.
- 在现实教育环境中,CRs对学术评估绩效的影响仍未得到充分研究.
研究的目的:
- 调查做回顾性信心评分 (CRs) 是否反应性地影响小学儿童的学术评估成绩.
- 在两个核心科目中检查这种效应:中文语言和数学.
- 为了确定儿童的自信是否能缓和CRs的潜在反应效应.
主要方法:
- 这是一项纵向研究,涉及795名四年级学生,分六个波段 (半年间隔).
- 参与者被分配到CR组 (提供评级) 或非CR组 (控制组).
- 在中文和数学中进行了标准化的学术评估,从第二波开始就要求CR. 使用了多级回归分析.
主要成果:
- 贝叶斯证据强烈支持零假设:做CRs并没有显著影响儿童在任何科目中的学术评估表现.
- 这种缺乏效果在平均性能 (波段2-6) 和单个波段性能中是一致的.
- 儿童的自信并没有缓解CRs对学业成绩的影响.
结论:
- 该研究没有发现信心评级对小学学生学术评估绩效的反应效应的证据.
- 与其他领域的发现不同,CRs并没有提高或改变标准化中文和数学测试中的表现.
- 进一步的研究可能会探索情境因素或替代的元认知策略,这些因素可能会影响教育环境中的学术成就.
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