升入中学后的数学自我概念:高能力学生和中等能力学生的发展趋向、预测因素和教育影响

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Alicia Ramos, Karine Verschueren
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引用次数: 0

摘要

本研究在比利时佛兰德斯的一个大型纵向样本中,比较研究了高能力学生和普通能力学生在升入中学期间数学自我概念的发展情况(样本数=5740名学生;49.5%为男性)。潜在变化模型显示,根据学生的报告,高能力学生虽然保持了较高的数学自我概念相对水平,但在升入中学后,其数学自我概念的下降程度比普通能力学生更严重。用标准化智力测验衡量的认知能力预示着两个能力组中数学自我概念的陡峭下降,而且两个组中数学自我概念的较强下降与(a)教师报告的七年级学习成绩较差(r2 = 0.13, p < .001),(b)11 年级标准化数学成绩较低(r2 = 0.49,p < .001),(c)7 年级(r2 = 0.13,p < .001)和 11 年级(r2 = 0.04,p < .001)学生报告的学校幸福感较低(r2 = 0.11,p < .001),以及(d)中学毕业时留级风险较高(r2 = 0.11,p < .001)。这些研究结果表明,即使数学自我概念水平与同龄人相比仍然较高,数学自我概念的水平和数学自我概念下降的程度也会对教育结果产生负面影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Math self-concept in the transition to secondary school: Developmental trends, predictors, and educational implications among high-ability and average-ability students

This study examined the development of math self-concept during the transition to secondary school comparatively among high-ability and average-ability students in a largescale longitudinal sample in Flanders, Belgium (N = 5740 students; 49.5% males). Latent change models revealed that high-ability students, although maintaining higher relative levels of math self-concept, experienced steeper levels of math self-concept decline in the transition to secondary school than their average-ability peers, according to students' reports. Cognitive ability, measured with standardized intelligence tests, predicted steeper math self-concept decline within both ability groups, and in both groups stronger math self-concept decline was associated with (a) higher levels of teacher-reported underachievement in Grade 7 (r2 = 0.13, p < .001), (b) lower standardized math achievement in Grade 11 (r2 = 0.49, p < .001), (c) lower student-reported school well-being in Grade 7 (r2 = 0.13, p < .001) and Grade 11 (r2 = 0.04, p < .001), and (d) higher risk of grade repetition by the end of secondary school (r2 = 0.11, p < .001). These findings establish that the level of math self-concept and the degree in decline in math self-concept can have negative implications for educational outcomes, even when math self-concept level remains high relative to peers.

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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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