促进有效的过渡:小学社会情感能力预测中学阅读和数学的成就
Emma J Carpendale1,2,3,4, Melissa J Green4, Sonia L J White5,6
1School of Psychology and Counselling, Queensland University of Technology (QUT), Brisbane, Queensland, Australia.
The British journal of educational psychology
|January 17, 2025
概括
加强小学学生的自我意识和自我管理,可以提高他们在中学的学业绩. 这些社会情感技能是导航过渡和保持阅读和算术成就的关键.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 儿童发展 儿童发展
背景情况:
- 从小学到中学的过渡是一个关键的发展时期,通常与学业表现的下降有关.
- 社会情感技能被认为是学业成功的关键,但对其在过渡期间的影响的纵向数据有限.
研究的目的:
- 研究6年级小学生的社会情感能力与他们在7年级中学的阅读和数学的表现之间的联系.
- 检查自我报告的社会情感技能如何预测小学到中学过渡期间的学术成果.
主要方法:
- 利用来自新南威尔士州儿童发展研究的大型澳大利亚队列 (n=23,865人).
- 评估社会情感能力 (自我意识,自我管理,社会意识,人际关系技巧,负责任的决策) 使用6年级的中儿童调查-社会情感学习.
- 将调查数据与7年全国评估计划-识字和数学的分数联系起来,使用多层次结构方程模型分析协会,控制先前的成就和共变量.
主要成果:
- 自我意识和自我管理在第7年与阅读和数学的表现显著和积极相关.
- 社会情感能力与阅读表现之间的关联在不同性别之间是一致的.
- 与女孩相比,男孩在社会情感能力和数学的表现之间显示出更强的联系.
结论:
- 在小学中培养人内社会情感能力,可以在过渡到中学期间保护学生的学业成绩.
- 准自我意识和自我管理技能可能是支持学术连续性的宝贵策略.
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