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引用次数: 0
摘要
学校的社会情感行为和学习都是儿童发展的基本方面,受到被称为执行功能(EF)的认知控制过程的影响。然而,针对学龄儿童的研究通常关注的是执行功能与学习能力之间的关系,而忽视了执行功能与学校行为之间的关系。本研究调查了学龄儿童的 EF 对学校行为和学习的贡献。146 名三至五年级的学生接受了文本理解和EF任务的评估,并由教师对他们在学校环境中的行为困难和EF进行评分。研究结果表明,在所考虑的两个领域中,直接和间接的 EF 测量方法有不同的作用:在控制社会经济水平和年龄的情况下,EF 直接测量方法可预测阅读理解能力,而教师报告的 EF 则与行为和文本理解能力有关。这些结果有助于界定认知控制过程对学龄儿童学校行为和学习的作用。
Socio-emotional behavior, learning, and the distinct contributions of Executive Functions in primary graders
Socio-emotional school behavior and learning are both fundamental aspects of children’s development influenced by cognitive control processes named Executive Functions (EF). Yet, research on school-age children has often focused on the relationship between EF and learning skills overlooking that of EF and school behavior, which has usually been examined among preschoolers. The current study investigated the contribution of EF in both school behavior and learning in school-age children. One hundred forty-six III–V graders were assessed using text comprehension and EF tasks and evaluated by teachers-rated inventories on behavioral difficulties and EF within the school context. The results suggested a different involvement of direct and indirect EF measures in the two domains considered: controlling for socioeconomic level and age, an EF direct measure, predicted reading comprehension whereas teacher-reported EF related to both behavior and text comprehension. The results contribute to defining the role of cognitive control processes on school behavior and learning in school-age children.
期刊介绍:
The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.