首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
How do children reason about academic performance across development? A classic view suggests children’s intuitive theories in this domain undergo qualitative changes. According to this view, older children and adults consider both effort and skill as sources of performance (i.e., a “performance = effort + skill” theory), but younger children can only consider effort (i.e., a “performance = effort” theory). Results from two studies (N = 240 children aged 4–9) contradict the claim of theory change, suggesting instead that children as young as 4 operate with an intuitive theory of academic performance that incorporates both effort and skill as explanatory concepts. This work reveals that children’s understanding of academic performance is more continuous across development than previously assumed.  相似文献   

2.
Describing behaviors as reflecting categories (e.g., asking children to “be helpers”) has been found to increase pro-social behavior. The present studies (N = 139, ages 4–5) tested whether such effects backfire if children experience setbacks while performing category-relevant actions. In Study 1, children were asked either to “be helpers” or “to help,” and then pretended to complete a series of successful scenarios (e.g., pouring milk) and unsuccessful scenarios (e.g., spilling milk while trying to pour). After the unsuccessful trials, children asked to “be helpers” had more negative attitudes. In Study 2, asking children to “be helpers” impeded children's helping behavior after they experienced difficulties while trying to help. Implications for how category labels shape beliefs and behavior are discussed.  相似文献   

3.
This article empirically tests a previously developed theoretical framework for mathematics identity based on students’ beliefs. The study employs data from more than 9,000 college calculus students across the United States to build a robust structural equation model. While it is generally thought that students’ beliefs about their own competence in mathematics directly impact their identity as a “math person,” findings indicate that students’ self‐perceptions related to competence and performance have an indirect effect on their mathematics identity, primarily by association with students’ interest and external recognition in mathematics. Thus, the model indicates that students’ competence and performance beliefs are not sufficient for their mathematics identity development, and it highlights the roles of interest and recognition.  相似文献   

4.
Math competence beliefs and achievement are important outcomes of school‐based learning. Previous studies yielded inconsistent results on whether skill development, self‐enhancement, or reciprocal effects account for the interplay among them. A development‐related change in the direction of their relation in the early school years might explain the inconsistency. To test this, 542 German elementary school students (M = 7.95 years, SD = 0.58) were repeatedly investigated over 24 months from Grade 2 to Grade 4. Math competence beliefs declined and had a growing influence on subsequent math grades. This suggests changes in the dominant direction of the relation from a skill development to a reciprocal effects model during elementary school. Findings are discussed with regard to their theoretical and practical implications.  相似文献   

5.
ABSTRACT

Results of two studies of children's competence beliefs and achievement values for mathematics and reading are summarized. Approximately 1700 children and adolescents participated in the studies; the participants were in first through 12th grades. The studies were based on an expectancy — value model of achievement choice proposed by Eccles et al. (1983). Results indicated that children's competence beliefs and achievement task values are distinctive belief systems, even in first grade children. During the elementary school years, the strength of relations between children's competence beliefs and adult evaluations of children's competence increased across grade. Children and adolescents’ competence beliefs predict their mathematics performance, whereas their task values predict their intentions to continue taking mathematics.  相似文献   

6.
In collaborative decision-making, partners compare reasons behind conflicting proposals through meta-talk. We investigated UK-based preschoolers’ (mixed socioeconomic status) use of meta-talk (Data collection: 2018–2020). In Study 1, 5- and 7-year-old peer dyads (N = 128, 61 girls) heard conflicting claims about an animal from two informants. One prefaced her claim with “I know”; the other with “I think”. Dyads identified the more reliable informant through meta-talk (“She said she knows”). In Study 2, 3- and 5-year-olds (N = 64, 34 girls) searched for a toy with an adult partner making incorrect proposals. Children refuted this through reporting what they had witnessed (It cannot be there because “I saw it move”, “she moved it”). In preschool period, children start using meta-talk to make rational collaborative decisions.  相似文献   

7.
A critical skill of childhood is learning social norms. We examine whether the generic pronouns “you” and “we,” which frame information as applying to people in general rather than to a specific individual, facilitate this process. In one pre-registered experiment conducted online between 2020 and 2021, children 4- to 9-year-old primarily living in the midwestern U.S. (N = 146, 75 girls, 71 boys, Mage = 7.14, SD = 1.69, 82% White) interpreted actions described with generic pronouns (vs. “I”) as normatively correct and selected the speaker who used generic pronouns as the rule-follower, particularly when generic pronouns were presented first. There were no significant effects of age. These results illustrate how generic pronouns influence how children discern unfamiliar norms and form interpersonal judgments.  相似文献   

8.
Understanding the cognitive processes central to mathematical development is crucial to addressing systemic inequities in math achievement. We investigate the “Groupitizing” ability in 1209 third to eighth graders (mean age at first timepoint = 10.48, 586 girls, 39.16% Asian, 28.88% Hispanic/Latino, 18.51% White), a process that captures the ability to use grouping cues to access the exact value of a set. Groupitizing improves each year from late childhood to early adolescence (d = 3.29), is a central predictor of math achievement (beta weight = .30), is linked to conceptual processes in mathematics (minimum d = 0.69), and helps explain the dynamic between the ongoing development of non-symbolic number concepts, systemic educational inequities in school associated with SES, and mathematics achievement (minimum beta weight = .11) in ways that explicit symbolic measures may miss.  相似文献   

9.
One year after participating in the Research‐based, Developmentally Informed (REDI) intervention or “usual practice” Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher–student interactions, emphasis on reading instruction, and school‐level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem‐solving skills, and reduced aggressive–disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs.  相似文献   

10.
The purpose of the present study was to examine gender differences in mathematics interest. In a sample of middle school students (N?=?366), we examined mathematics interest as a trait (i.e., individual interest) and as a current state (i.e., situational interest) during a learning activity in mathematics. Assessment of perceived competence, performance, and effort during learning was also included. Results revealed a significant difference between boys and girls in their ratings of individual interest, but not in the current experience of situational interest. Furthermore, boys and girls did not differ in performance during learning, but girls invested significantly more effort than boys. Results and their implications are discussed in relation to interest development, gender differences, and subjective beliefs.  相似文献   

11.
Concerns about the influence of students’ perceived negative consequences of engagement in a task (i.e., cost) on their emotions, motivation, and cognition have increased in the last decade. The use of longitudinal models is needed to provide new insights into the role of perceived cost in mathematics learning. Grounded in the control-value theory, this study examined cross-lagged relations of mathematics anxiety, perceived cost, and mathematics achievement. The participants (N = 335) reported their mathematics anxiety and perceived cost four times during Grades 7 and 8, and their mathematics grades were attained from their school records. Cross-lagged panel model analysis revealed evidence of a long-term positive reciprocal relationship between mathematics anxiety and effort/emotional cost, a gradually diminished relationship between effort/emotional cost and mathematics performance, and a positive achievement to anxiety link during the transition between grade levels. Moreover, mathematics performance is a distal predictor of mathematics anxiety through effort/emotional cost rather than a proximal predictor or an outcome of anxiety. This study also clarified the distinction in the central role of effort/emotional versus opportunity cost in the interrelatedness of mathematics anxiety and performance, where the latter failed to demonstrate significant paths. Specific timing for interventions was discerned. Early cost prevention interventions along with considerations of academic achievement to alleviate both anxiety and perceived effort/emotional are highlighted as crucial for a positive high school mathematics experience.  相似文献   

12.
This study examined how colored educational tools improve children’s numerosity (“number sense”) and/or mathematics. We tested children 6–10 years (n = 3,236) who had been exposed to colored numbers from the educational tools Numicon (Oxford University Press, 2018) or Numberjacks (Ellis, 2006), which map colors to magnitudes or Arabic numerals, respectively. In a free association task pairing numbers with colors, a subset of children spontaneously provided colors matching one of these schemas. These children, who had internalized Numicon (colored magnitude), showed significantly better numerosity but not mathematics compared to peers. There was no similar benefit from internalizing Numberjacks (colored numerals). These data support a model in which colored number tools provide benefits at different levels of numerical cognition, according to their different levels of cross-modal mappings.  相似文献   

13.
This 2-year longitudinal study examined relations between enjoyment of learning in Chinese and mathematics, two major subjects in Chinese schools, and indexes of school performance. The participants included 1041 students (501 boys) initially in third, fifth, and seventh grades (mean age = 10.49 years) in China. Data on enjoyment of Chinese and mathematics were collected from students' self-reports and data on school performance were collected from multiple sources in 2017 and 2019. The results showed that enjoyment of mathematics positively predicted later academic achievement, self-perceptions of academic competence, teacher-rated school competence, and peer-assessed leadership-social competence. Enjoyment of Chinese negatively predicted later mathematics achievement and self-perceptions of academic competence and nonsignificantly predicted other school performance variables. The results were discussed in Chinese context.  相似文献   

14.
Across four experiments, we looked at how 4- and 5-year-olds' (n = 520) task persistence was affected by observations of adult actions (high or low effort), outcomes (success or failure), and testimony (setting expectations—“This will be hard,” pep talks—“You can do this,” value statements—“Trying hard is important,” and baseline). Across experiments, outcomes had the biggest impact: preschoolers consistently tried harder after seeing the adult succeed than fail. Additionally, adult effort affected children’s persistence, but only when the adult succeeded. Finally, children’s persistence was highest when the adult both succeeded and practiced what she preached: exerting effort while testifying to its value.  相似文献   

15.
In this study we investigated whether elementary mathematics teachers’ knowledge of their students, as reflected in both the accuracy and confidence with which they are able to estimate their students’ task-specific performance on sets of mathematics problems, predicted students’ overall mathematics achievement. Thirty-nine teachers made predictions about the performance of a random sample of target students (n = 150) in their classrooms on sets of “easy” and “difficult” multiplication and division problems. Teachers also provided confidence ratings for those judgments. From these data, indicators of teachers’ judgment accuracy, judgment confidence and calibration accuracy (a measure of metacognitive monitoring) were then related to all of their students’ (n = 834) performance on year-end standardized mathematics achievement tests. Multilevel analyses indicate that teachers’ calibration accuracy, but not their task-specific judgment accuracy, significantly predicted students’ mathematics achievement. Implications for future research on teacher knowledge as well as professional development programs are discussed.  相似文献   

16.
Achievement in mathematics, science, biology, chemistry, and other school subjects requiring abstract reasoning on spatial relationships is favored by mental rotation abilities, that is by the capability to mentally manipulate objects in space. This suggests the need to develop effective trainings aimed at improving mental rotation performance. Previous research focused mostly on practice with spatial tasks. Since motivational beliefs, gender stereotypes and self-confidence can affect performance, this research tested the hypothesis that a training including motivational aspects will be effective as well. Two intervention studies with high school students (n = 122 and n = 70 respectively) confirmed that a three-session-training based on allowing practice in adopting a holistic strategy to solve the mental rotation items or on fostering effective motivational beliefs increased the mental rotation scores up to 1 SD. The discussion focuses on the characteristics of effective trainings aimed at improving mental rotation abilities in high school students.  相似文献   

17.
Although social competence in children has been linked to the quality of parenting, prior research has typically not accounted for genetic similarities between parents and children, or for interactions between environmental (i.e., parental) and genetic influences. In this article, the possibility of a Gene x Environment (G × E) interaction in the prediction of social competence in school‐age children is evaluated. Using a longitudinal, multimethod data set from a sample of children adopted at birth (N = 361), a significant interaction was found between birth parent sociability and sensitive, responsive adoptive parenting when predicting child social competence at school entry (age 6), even when controlling for potential confounds. An analysis of the interaction revealed that genetic strengths can buffer the effects of unresponsive parenting.  相似文献   

18.
The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention‐produced change at age 4 is associated with a 0.24‐SD gain in achievement in late elementary school. This impact is approximately half the size of the association produced by correlational models relating later achievement to preschool math change, and is approximately 35% smaller than the effect reported by highly controlled ordinary least squares (OLS) regression models (Claessens et al., 2009; Watts et al., 2014 ) using national data sets. Implications for developmental theory and practice are discussed.  相似文献   

19.
This study aimed to investigate the developmental dynamics between children's mathematical performance, the task-focused versus task-avoidant behaviours they show in the classroom, and their parents' beliefs concerning their school competence. The mathematical performance of 111 six- to seven-year-old children was tested, and their task-focused versus task-avoidant behaviours were rated by their teachers four times during their first school year. Parents filled in questionnaires measuring their skill-specific and general beliefs about their children's school competencies at the beginning and at the end of the school year. The results showed that parents' beliefs in their children's general school competence increased their children's task-focused behaviours at school, which further predicted the child's high level of maths performance. Parents' beliefs in their children's competence in mathematics, in turn, contributed directly to the children's high mathematical performance. Moreover, children's high performance increased parents' subsequent beliefs in their children's mathematical competence, whereas children's task-focused behaviours predicted parents' beliefs in their children's overall school performance.  相似文献   

20.
The study investigated if 2.5‐year‐olds are susceptible to suspense and express tension when others' false expectations are about to be disappointed. In two experiments (N = 32 each), children showed more tension when a protagonist approached a box with a false belief about its content than when she was ignorant. In Experiment 2, children also expressed more tension when the protagonist's belief was false than when it was true. The findings reveal that toddlers affectively anticipate the “rude awakening” of an agent who is about to discover unexpected reality. They thus not only understand false beliefs per se but also grasp the affective implications of being mistaken. The results are discussed with recourse to current theories about early understanding of false beliefs.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号