从学前到中学学习表现的认知和人格预测因素:一个总体模型。

IF 5.1 1区 心理学 Q1 PSYCHOLOGY
Andreas Demetriou, George Spanoudis, Constantinos Christou, Samuel Greiff, Nikolaos Makris, Mari-Pauliina Vainikainen, Hudson Golino, Eleftheria Gonida
{"title":"从学前到中学学习表现的认知和人格预测因素:一个总体模型。","authors":"Andreas Demetriou,&nbsp;George Spanoudis,&nbsp;Constantinos Christou,&nbsp;Samuel Greiff,&nbsp;Nikolaos Makris,&nbsp;Mari-Pauliina Vainikainen,&nbsp;Hudson Golino,&nbsp;Eleftheria Gonida","doi":"10.1037/rev0000399","DOIUrl":null,"url":null,"abstract":"<p><p>In this article, existing research investigating how school performance relates to cognitive, self-awareness, language, and personality processes is reviewed. We outline the architecture of the mind, involving a general factor, <i>g</i>, that underlies distinct mental processes (i.e., executive, reasoning, language, cognizance, and personality processes). From preschool to adolescence, <i>g</i> shifts from executive to reasoning and cognizance processes; personality also changes, consolidating in adolescence. There are three major trends in the existing literature: (a) All processes are highly predictive of school achievement if measured alone, each accounting for ∼20% of its variance; (b) when measured together, cognitive processes (executive functions and representational awareness in preschool and fluid intelligence after late primary school) dominate as predictors (over ∼50%), drastically absorbing self-concepts and personality dispositions that drop to ∼3%-5%; and (c) predictive power changes according to the processes forming g at successive levels: attention control and representational awareness in preschool (∼85%); fluid intelligence, language, and working memory in primary school (∼53%); fluid intelligence, language, self-evaluation, and school-specific self-concepts in secondary school (∼70%). Stability and plasticity of personality emerge as predictors in secondary school. A theory of educational priorities is proposed, arguing that (a) executive and awareness processes; (b) information management; and (c) reasoning, self-evaluation, and flexibility in knowledge building must dominate in preschool, primary, and secondary school, respectively. (PsycInfo Database Record (c) 2023 APA, all rights reserved).</p>","PeriodicalId":21016,"journal":{"name":"Psychological review","volume":"130 2","pages":"480-512"},"PeriodicalIF":5.1000,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Cognitive and personality predictors of school performance from preschool to secondary school: An overarching model.\",\"authors\":\"Andreas Demetriou,&nbsp;George Spanoudis,&nbsp;Constantinos Christou,&nbsp;Samuel Greiff,&nbsp;Nikolaos Makris,&nbsp;Mari-Pauliina Vainikainen,&nbsp;Hudson Golino,&nbsp;Eleftheria Gonida\",\"doi\":\"10.1037/rev0000399\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>In this article, existing research investigating how school performance relates to cognitive, self-awareness, language, and personality processes is reviewed. We outline the architecture of the mind, involving a general factor, <i>g</i>, that underlies distinct mental processes (i.e., executive, reasoning, language, cognizance, and personality processes). From preschool to adolescence, <i>g</i> shifts from executive to reasoning and cognizance processes; personality also changes, consolidating in adolescence. There are three major trends in the existing literature: (a) All processes are highly predictive of school achievement if measured alone, each accounting for ∼20% of its variance; (b) when measured together, cognitive processes (executive functions and representational awareness in preschool and fluid intelligence after late primary school) dominate as predictors (over ∼50%), drastically absorbing self-concepts and personality dispositions that drop to ∼3%-5%; and (c) predictive power changes according to the processes forming g at successive levels: attention control and representational awareness in preschool (∼85%); fluid intelligence, language, and working memory in primary school (∼53%); fluid intelligence, language, self-evaluation, and school-specific self-concepts in secondary school (∼70%). Stability and plasticity of personality emerge as predictors in secondary school. A theory of educational priorities is proposed, arguing that (a) executive and awareness processes; (b) information management; and (c) reasoning, self-evaluation, and flexibility in knowledge building must dominate in preschool, primary, and secondary school, respectively. (PsycInfo Database Record (c) 2023 APA, all rights reserved).</p>\",\"PeriodicalId\":21016,\"journal\":{\"name\":\"Psychological review\",\"volume\":\"130 2\",\"pages\":\"480-512\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2023-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychological review\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1037/rev0000399\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychological review","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/rev0000399","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY","Score":null,"Total":0}
引用次数: 1

摘要

在这篇文章中,现有的研究调查了学校表现与认知、自我意识、语言和人格过程的关系。我们概述了心智的架构,包括一个普遍的因素g,它是不同心理过程(即执行、推理、语言、认知和人格过程)的基础。从学龄前到青春期,g从执行过程转向推理和认知过程;个性也会发生变化,在青春期得到巩固。现有文献中有三个主要趋势:(a)如果单独测量,所有过程都高度预测学校成绩,每个过程占其方差的20%;(b)当一起测量时,认知过程(学龄前的执行功能和代表性意识以及小学后期的流体智力)作为预测因素占主导地位(超过50%),显著吸收自我概念和人格倾向(下降至3%-5%);(c)预测能力随g在连续水平上的形成过程而变化:学龄前的注意控制和表征意识(约85%);小学的流体智力、语言和工作记忆(~ 53%);中学的流体智力、语言、自我评价和学校特有的自我概念(约70%)。人格稳定性和可塑性是中学阶段人格发展的预测因子。提出了一种教育优先级理论,认为(A)执行和意识过程;(b)信息管理;(c)推理、自我评价和知识构建的灵活性必须分别在学前、小学和中学阶段占据主导地位。(PsycInfo数据库记录(c) 2023 APA,版权所有)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cognitive and personality predictors of school performance from preschool to secondary school: An overarching model.

In this article, existing research investigating how school performance relates to cognitive, self-awareness, language, and personality processes is reviewed. We outline the architecture of the mind, involving a general factor, g, that underlies distinct mental processes (i.e., executive, reasoning, language, cognizance, and personality processes). From preschool to adolescence, g shifts from executive to reasoning and cognizance processes; personality also changes, consolidating in adolescence. There are three major trends in the existing literature: (a) All processes are highly predictive of school achievement if measured alone, each accounting for ∼20% of its variance; (b) when measured together, cognitive processes (executive functions and representational awareness in preschool and fluid intelligence after late primary school) dominate as predictors (over ∼50%), drastically absorbing self-concepts and personality dispositions that drop to ∼3%-5%; and (c) predictive power changes according to the processes forming g at successive levels: attention control and representational awareness in preschool (∼85%); fluid intelligence, language, and working memory in primary school (∼53%); fluid intelligence, language, self-evaluation, and school-specific self-concepts in secondary school (∼70%). Stability and plasticity of personality emerge as predictors in secondary school. A theory of educational priorities is proposed, arguing that (a) executive and awareness processes; (b) information management; and (c) reasoning, self-evaluation, and flexibility in knowledge building must dominate in preschool, primary, and secondary school, respectively. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Psychological review
Psychological review 医学-心理学
CiteScore
9.70
自引率
5.60%
发文量
97
期刊介绍: Psychological Review publishes articles that make important theoretical contributions to any area of scientific psychology, including systematic evaluation of alternative theories.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信