认知需要与学业成绩关系的元分析

IF 8.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research Pub Date : 2023-03-19 DOI:10.3102/00346543231160474

Qing Liu, J. Nesbit

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引用次数: 3

摘要

认知需求被概念化为个体参与和享受努力的认知活动的内在动机。在过去的三十年里，人们对认知需求如何影响和关联学习成绩越来越感兴趣。这项荟萃分析总结了136个认知需求与学业成绩之间关联的独立效应大小（N=53258），并调查了与研究背景、方法和工具相关的变量的调节效应。通过逆方差加权并使用随机效应模型的总体效应大小很小，r=.20，95%置信区间在.18到.22之间。认知需求与学习成绩之间的关联受年级水平、地理区域、干预程度和结果测量工具的调节。讨论了这些发现对实践和未来研究的启示。

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The Relation Between Need for Cognition and Academic Achievement: A Meta-Analysis

Need for cognition is conceptualized as an individual’s intrinsic motivation to engage in and enjoy effortful cognitive activities. Over the past three decades, there has been increasing interest in how need for cognition impacts and correlates with learning performance. This meta-analysis summarized 136 independent effect sizes (N = 53,258) for the association between need for cognition and academic achievement and investigated the moderating effects of variables related to research context, methodology, and instrumentation. The overall effect size weighted by inverse variance and using a random effects model was found to be small, r = .20, with a 95% confidence interval ranging from .18 to .22. The association between need for cognition and learning performance was moderated by grade level, geographic region, exposure to intervention, and outcome measurement tool. The implications of these findings for practice and future research are discussed.

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来源期刊

Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

24.10

自引率

2.70%

发文量

期刊介绍： The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.