Does Studying Latin in Secondary Education Predict Study Achievement in Academic Higher Education?

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2024-03-28 DOI:10.1111/lang.12639

Cathy Hauspie, Stijn Schelfhout, Nicolas Dirix, Lot Fonteyne, Mark Janse, Arnaud Szmalec, Alexandra Vereeck, Wouter Duyck

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引用次数: 0

Abstract

Studying Latin in secondary education is still widespread in Europe and believed to result in cognitive benefits, even beyond the linguistic domain. In this study we explored the relation between such study and later academic achievement in higher education (N = 1,898). First, we demonstrated that Latin students exhibit increased levels of study achievement in higher education, particularly in study programs other than those covering science, technology, engineering, and mathematics (STEM). Second, we explored where the instruction of Latin was a significant predictor in models of academic achievement, explaining incremental variance over 21 other cognitive, attitudinal, and demographic variables. Latin instruction was included as a variable in the prediction models in 42% of the programs (mainly in the non‐STEM ones), but the incremental predictive validity was substantial only in the linguistic programs. Our results highlight how the study of Latin can be a valuable predictor of academic achievement in other study fields.

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中学阶段学习拉丁语能否预测高等教育的学习成绩？

在欧洲，中学阶段学习拉丁语的现象仍然很普遍，而且人们相信学习拉丁语会给认知带来益处，甚至超出语言领域。在本研究中，我们探讨了拉丁语学习与日后高等教育学业成绩之间的关系（N = 1,898）。首先，我们证明了拉丁语系学生在高等教育中的学习成绩水平有所提高，尤其是在科学、技术、工程和数学（STEM）以外的学习课程中。其次，我们探讨了拉丁语教学在学业成绩模型中的重要预测因素，其对其他 21 个认知、态度和人口统计学变量的增量方差的解释。在 42% 的课程（主要是非科技、数学和工程学课程）中，拉丁语教学作为一个变量被纳入预测模型，但只有在语言类课程中，拉丁语教学才具有实质性的增量预测效力。我们的研究结果凸显了拉丁语学习如何成为其他学习领域学业成绩的重要预测指标。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.