执行职能和处理速度是否调解了社会经济地位和教育成绩之间的关系? 对观察性出生队列研究的分析
Kate E Mooney1,2, Rachael W Cheung3,4, Sarah L Blower3,5
1Department of Health Sciences, University of York, York, England. kate.mooney@york.ac.uk.
BMC psychology
|December 19, 2024
概括
社会经济劣势影响儿童的教育成绩,工作记忆被认为是关键的调解者. 在课堂上支持工作记忆可能有助于缩小教育成就差距.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 认知神经科学 认知神经科学
背景情况:
- 在儿童的教育成就方面存在持续的社会不平等,社会经济劣势是一个重要因素.
- 关联社会经济地位与教育成绩的确切机制尚未完全理解.
- 执行功能和处理速度是假设的调解器,但现有的文献是有限的.
研究的目的:
- 研究执行职能和处理速度在社会经济地位 (SES) 和教育成就之间的关联中的纵向调解作用.
- 确定执行职能中介SES-教育成就链接的特定组件.
- 为旨在改善弱势儿童教育成果的潜在干预措施提供信息.
主要方法:
- 用结构方程建模分析布拉德福德出生纵向队列研究 (n=4201) 的数据.
- 在出生前测量SES,执行功能 (工作记忆,抑制) 和中年儿童的处理速度 (Mage=8.45岁).
- 通过儿童后期记录评估教育成绩 (Mage=10.85岁),调整为共变量.
主要成果:
- 执行职能显著调解了SES和教育成绩之间的关系 (B=0.109).
- 执行功能的组成部分工作记忆显著介导了这种关联 (B=0.100),占总影响的39%.
- 处理速度和抑制并没有显著调解SES与教育成就的联系.
结论:
- 工作记忆在调解社会经济地位对教育成绩的影响方面发挥着至关重要的作用.
- 在教育环境中支持儿童工作记忆技能的干预措施是有必要的.
- 针对工作记忆困难可能是一个可行的策略,以减少在学业成功的社会经济差异.
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