特质正念支持青春期女孩自我认知的学业能力

IF 3.1 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY
Clare F. McCann, Theresa W. Cheng, A. Mobasser, Jennifer H. Pfeifer, K. Mills
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引用次数: 0

摘要

身份发展是青少年的一项核心任务。学术能力的自我认知与身份发展的学术领域有关,并对教育成就产生直接影响。了解学业能力自我认知的可塑性,以及可能影响其发展过程的因素,对于努力改善教育成果至关重要。这项预登记的纵向研究描述了自我感知的学习能力如何在青春期早期发生变化,与特质正念有关,并受到学校过渡的影响。我们在174名青春期女孩(10-16岁)中调查了这些问题,她们每个人都提供了三波数据,使用多层次建模。我们的研究结果表明,先前自我报告的正念水平和学校过渡与自我感知的学习能力呈正相关,而年龄则不是。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Trait Mindfulness Supports Self-perceived Scholastic Competence in Adolescent Girls
Identity development is a core task of adolescence. Self-perceptions of scholastic competence are tied to the academic domain of identity development and have immediate consequences for educational attainment. Understanding the malleability of self-perceptions of scholastic competence, and the factors which may influence its developmental course, are crucial for efforts to improve educational outcomes. This preregistered longitudinal study describes how self-perceived scholastic competence changes across early adolescence, relates to trait mindfulness, and is impacted by school transitions. We investigated these questions in 174 adolescent girls (10–16 years), who each contributed up to three waves of data, using multilevel modeling. Our results demonstrated that prior levels of self-reported mindfulness and school transitions are positively related to self-perceived scholastic competence, whereas age is not.
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来源期刊
Collabra-Psychology
Collabra-Psychology PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
3.60
自引率
4.00%
发文量
47
审稿时长
16 weeks
期刊介绍: Collabra: Psychology has 7 sections representing the broad field of psychology, and a highlighted focus area of “Methodology and Research Practice.” Are: Cognitive Psychology Social Psychology Personality Psychology Clinical Psychology Developmental Psychology Organizational Behavior Methodology and Research Practice.
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