在数学中学校成绩的认知,情感和社会学预测因素
Bernadett Svraka1,2,3,4, Jordan Lasker5, Péter Przemyslaw Ujma6
1Institute of Behavioural Sciences, Semmelweis University, Budapest, Hungary.
Scientific reports
|November 3, 2024
概括
一般智力是学生数学成绩最强的预测因素. 虽然数学焦虑起到很小的作用,但家庭社会经济地位和特定的数学能力的影响力较小,往往反映了整体智力.
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:
- 数学成绩对于高收入的职业生涯至关重要.
- 较低的数学表现与较低的智力,社会经济地位 (SES),特定的数学能力和较高的数学焦虑相关.
研究的目的:
- 直接比较一般智力,特定数学能力,数学焦虑和SES在数学成绩上的预测能力.
- 确定这些因素对预测数学学业成功的相对贡献.
主要方法:
- 使用了102名匈牙利学童 (平均年龄12.3岁) 的样本.
- 通过WISC-IV评估一般智商 (IQ),通过教学考试测算障碍 (DPV) 评估特定的数学能力,数学焦虑和家庭SES.
- 将这些因素与学生的数学成绩相关联.
主要成果:
- 数学成绩与智商,特定的数学能力,数学焦虑和家庭SES有很强的相关性.
- 仅智商就解释了52%的数学成绩差异.
- 智商,特定的数学能力,家庭SES和数学焦虑共同占差异的56%,智商是主要的预测因素.
结论:
- 心理测量智能是数学成绩最重要的预测因素.
- 家庭SES和特定的数学能力与成绩的关联在很大程度上是由一般智商调解的.
- 数学焦虑在预测超出智力的数学成绩方面起着很小的,尽管在统计学上显著的作用.
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