Henry Tsz Fung Lo, Lars-Erik Malmberg, Christina Hubertina Helena Maria Heemskerk, Patrick Esser, Helen Dawes, Claudia M Roebers
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引用次数: 0
摘要
本研究采用强化纵向设计,调查了小学课堂中与执行功能(EF)表现相关的时间动态和情感关联。研究收集了 35 名 8.9 至 11.4 岁学生的数据。参与者按照固定的抽样时间表,每天三次报告他们的情感体验并完成 EF 测量。数据收集跨越三个小学教室,连续两个学周。利用动态结构方程模型(DSEM),我们研究了两周内 505 次对 EF 任务和自我报告的情感状态的测量。研究结果表明,每个人的 EF 都有很大的差异,占观察到的差异的 52%,在一天和一周的晚些时候,EF 的表现会有所下降。在人内水平上,积极情绪与 EF 表现的提高有关,而消极情绪与 EF 的降低有关。没有发现明显的人际关系。这些结果强调了在教育环境中考虑人内过程和情感体验的重要性,并突出了进一步研究采用密集纵向方法的必要性,以更好地了解真实世界课堂环境中情感和EF的微妙动态。
Affect and executive function dynamics in primary school classrooms: an intensive longitudinal study.
This study investigates the temporal dynamics and affective associations related to executive function (EF) performance in primary school classrooms using an intensive longitudinal design. Data were collected from 35 students aged 8.9 to 11.4 years. Participants reported their affective experiences and completed EF measures three times daily following a fixed sampling schedule. The data collection spanned two consecutive school weeks across three primary school classrooms. Utilising Dynamic Structural Equation Modeling (DSEM), we examined 505 measurements of EF tasks and self-reported affective states over two weeks. The findings reveal significant within-person variability in EF, accounting for 52% of the observed variance, with performance declining later in the day and week. At the within-person level, positive affect was associated with improved EF performance, while negative affect was associated with poorer EF. No significant between-person relationships were found. These results underscore the importance of considering within-person processes and affective experiences in educational settings and highlight the need for further research employing intensive longitudinal methods to better understand the nuanced dynamics of affect and EF in real-world classroom environments.
期刊介绍:
Cognition & Emotion is devoted to the study of emotion, especially to those aspects of emotion related to cognitive processes. The journal aims to bring together work on emotion undertaken by researchers in cognitive, social, clinical, and developmental psychology, neuropsychology, and cognitive science. Examples of topics appropriate for the journal include the role of cognitive processes in emotion elicitation, regulation, and expression; the impact of emotion on attention, memory, learning, motivation, judgements, and decisions.