中学学术查:探索阅读和数学表现中的二元和个体内关系
Kelly N Clark1, Garret J Hall2
1Department of Psychology, Louisiana State University.
School psychology (Washington, D.C.)
|February 10, 2025
概括
这项研究利用学术查数据,探索了早期青少年的阅读和数学技能发展. 数学和阅读的稳定个体差异高度相关,但成长模式和技能相互作用在模型之间有所不同.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 量化心理学 量化心理学
背景情况:
- 早期青春期对于学术成长至关重要,但在多层次支持系统中阅读和数学发展的研究往往集中在小学学生身上.
- 了解阅读和数学技能之间的交易关系对于在这个发育阶段进行有针对性的干预至关重要.
研究的目的:
- 检查六年级和七年级学生阅读和数学技能的交易性发展.
- 为了比较各种纵向结构方程建模 (SEM) 方法分析学术发展的有效性.
主要方法:
- 利用了1693名六年级和七年级学生的三年期学术查数据.
- 采用贝叶斯纵向结构方程建模 (SEM),测试了五种不同的模型.
- 分析了阅读和数学技能之间的稳定的人际差异和人际交易关系.
主要成果:
- 在所有模型中,在数学和阅读技能的稳定人际差异之间发现了强烈的相关性 (r = .70.77).
- 观察到与人间层面和个人内部交易关系相关的增长过程的不一致结果.
- 在测试的五个纵向SEM中,有四个被发现有模糊的支持.
结论:
- 数学和阅读的稳定个体差异是强大的,但他们的发展轨迹和早期青春期的相互关系需要细微的建模.
- 在使用三年查数据检测人体内指令反应时存在方法上的挑战.
- 结果强调了需要先进的统计方法来理解中学学生的学术发展.
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