认知能力或学习动机,或两者兼而有之:学业成绩两个关键因素相互作用的综合路径分析

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
İbrahim Dadandı, Hikmet Yazıcı
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引用次数: 0

摘要

虽然一般认知能力和学习动机在预测学业成绩方面的各自作用已得到公认,但它们之间如何相互作用以及它们对学生学习成果的综合影响程度还有待解释。本研究在一个结构模型中探讨了一般认知能力、所选动机建构(即学业自我效能感、学业自我概念、自尊和学生参与)与学业成绩之间的关系。共有 346 名初中生(男 = 52%,女 = 48%;平均分 = 12.98 ± 0.98)完成了小学能力测验 6-8、我是学习者量表、学业自我效能感量表、库珀史密斯自尊量表学校简表和学生参与量表。路径分析显示,一般认知能力对学业成绩有直接影响,通过学业自我效能感对学业成绩有显著的间接影响,通过学业自我效能感和学业自我概念对学生参与度有显著的间接影响。此外,学业自我效能感对学业成绩和学生参与度都有显著的直接影响。此外,自尊和学术自我概念对学生的参与度有显著的直接影响,并通过学术自我效能感对学业成绩和学生的参与度有间接影响。本研究有助于理解认知变量和动机变量之间在塑造学业成绩方面的动态关系,并为教育工作者和政策制定者提供了宝贵的见解,有助于他们制定有效的教学设计和策略,提高学生的学习成绩。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cognitive ability or motivation, or both: An integrative path analysis of the interplay between two key factors in academic achievement

While the individual roles of general cognitive ability and motivation in predicting academic achievement are well established, how they interact with one another and the extent of their combined effect on students' learning outcomes leave much to be explained. The present study investigates the relationships among general cognitive ability, selected motivational constructs (i.e., academic self-efficacy, academic self-concept, self-esteem and student engagement) and academic achievement within a structural model. A total of 346 (M = 52%, F = 48%; Mage = 12.98 ± 0.98) middle school students completed Primary Abilities Test 6–8, Myself as A Learner Scale, Academic Self-Efficacy Scale, School Short-Form of the Coopersmith Self-Esteem Inventory and Student Engagement Scale. Path analysis revealed that general cognitive ability had a direct effect on academic achievement and significant indirect effects on academic achievement through academic self-efficacy, as well as on student engagement through both academic self-efficacy and academic self-concept. Moreover, academic self-efficacy had significant direct effects on both academic achievement and student engagement. Additionally, self-esteem and academic self-concept had significant direct effects on student engagement, as well as indirect effects on both academic achievement and student engagement through academic self-efficacy. The present study contributes to the understanding of dynamics between cognitive and motivational variables in shaping academic achievement and provides valuable insights for educators and policymakers to develop effective pedagogical designs and strategies for improving student learning outcomes.

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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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