一项短期纵向研究,将青少年的元认知,学习和社交友网络联系起来
Mariëtte van Loon1, Lydia Laninga-Wijnen2
1Department of Psychology, University of Zurich, Zurich, Switzerland.
概括
青少年的元认知,特别是准确的决策和战略性重新学习,显著提高了学习成绩. 同龄人的影响会影响学习成果,但不会直接影响青少年的认知能力.
科学领域:
- 教育心理学
- 认知科学
- 社会网络分析
背景情况:
- 超认知技能和社会关系对于青少年的学习至关重要,但经常被单独研究.
- 了解它们的相互作用对于有效的教育干预至关重要.
研究的目的:
- 研究青少年的元认知,学习成绩和教室友网络之间的联系.
- 检查元认知监测和控制如何影响学习成果.
- 探讨同行影响对元认知技能和学习的影响.
主要方法:
- 一项对136名七年级学生进行的纵向研究,评估了3个月的元认知 (监测和控制) 和学习表现 (汉字记忆).
- 通过信心判断和重新研究的决定来衡量metacognitive技能.
- 使用社会测量方法绘制了课堂友网络.
主要成果:
- 准确的元认知决策强烈地预测了两个评估点的学习表现.
- 基于低信心的战略重新研究,随着时间的推移显著改善了任务得分.
- 没有发现朋友对青少年超认知能力的直接影响,但朋友的任务表现随着时间的推移而趋同.
结论:
- 超认知控制和精确的监测是青少年学习的关键驱动力.
- 同龄人的影响可能会间接影响学习过程,而不是直接影响元认知能力.
- 这些发现强调了培养元认知策略和考虑教育环境中的社会动态的重要性.
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