社会经济地位对儿童学业成就的影响：执行功能的中介作用
文献类型：学位论文
| 作者 | 丁晓庆
|
| 答辩日期 | 2024-06 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 施建农 |
| 关键词 | 社会经济地位 执行功能 学业成就 儿童 |
| 学位名称 | 应用心理硕士 |
| 学位专业 | 应用心理 |
| 其他题名 | The influence of socioeconomic status on children’s academic achievement: the mediating role of executive function |
| 中文摘要 | The academic achievement gap due to socioeconomic status is a social issue of great concern, and its mechanism of action has attracted extensive interest among scholars. Among them, an individual's executive function may be an important mediating factor. Several previous studies have identified the mediating role of executive functioning between socioeconomic status and academic achievement, but most of them are correlational studies with incomplete consistency of findings, and few studies have examined age differences in the mediating role of executive functioning. Therefore, this study used three sub-studies to examine the relationship between socioeconomic status, executive functioning and academic achievement, and age differences in the mediating role of executive functioning. Study 1 used meta-analytic structural equation modelling to integrate 70 empirical studies, published and unpublished before November 2023, to examine the mediating role of executive functioning between socioeconomic status and academic achievement, and the moderating role of age. Results indicated that executive functioning partially mediated the relationship between socioeconomic status and academic achievement. Age moderated the relationship between executive functioning and academic achievement, with the amount of both effects diminishing with age. In the second study, a cross-sectional study was conducted to investigate the relationship between socioeconomic status and academic achievement, the mediating role of executive function and the moderating role of age in 344 primary school students from grades 2 to 6. The results showed that socioeconomic status was significantly correlated with academic achievement, and executive function was significantly correlated with academic achievement, but no correlation was found between socioeconomic status and executive function. By further examining the regulating effect of age on executive function and academic achievement, we find that executive function has different effects on children's academic achievement in high and low grades. Specifically, the inhibitory control components of executive function can predict children's Chinese and math achievement in low grades; In the upper grades, the working memory component of executive function predicted math achievement. In study 3, 78 primary school students in grade 3 of Study 2 were selected as subjects in a randomized controlled experiment. They were divided into the executive function training group and the control group, and the changes of executive function and academic performance in the two groups were investigated. The results showed that the training group significantly improved task performance during executive function training, but no immediate transfer effect was found in untrained executive function tasks and academic achievement. The conclusion of this study is that executive function plays a partial mediating role between socioeconomic status and academic achievement. Executive function can predict academic achievement, and the predictive effect decreases with age. Short-term cognitive intervention training can improve the performance of executive function tasks. |
| 英文摘要 | 社会经济地位造成的学业成就差距是一个备受关注的社会问题，其作用机制引起了学者们的广泛兴趣。其中，个体的执行功能可能是一个重要的中介因素。以往已经有一些研究发现了执行功能在社会经济地位和学业成就间的中介作用， 但是大多数为相关性研究，且结论并不完全一致，并且鲜少有研究考察执行功能 中介作用的年龄差异。因此，本研究采用三个子研究来考察社会经济地位，执行功能和学业成就的关系，执行功能的中介作用及其年龄差异。 研究一采用元分析结构方程模型，整合了 2023 年 11 月之前已发表和未发表的 70 篇实证研究，考察执行功能在社会经济地位和学业成就间的中介作用， 以及年龄的调节作用。结果表明，执行功能在社会经济地位和学业成就间起部分中介作用。年龄调节了执行功能和学业成就的关系，随着年龄增长，二者效应量逐渐减弱。 研究二采用横断研究，考察二至六年级共 344 名小学生社会经济地位和学业成绩的关系，执行功能在其中的中介作用以及年龄的调节作用。结果表明，社会经济地位和学业成就显著相关，执行功能和学业成就显著相关，但未发现社会 经济地位和执行功能的相关性。进一步考察年龄对执行功能和学业成就的调节作用，发现执行功能在高、低年级阶段对儿童学业成绩的影响不同，具体表现为：在低年级阶段，执行功能的抑制控制成分能够预测儿童语文和数学成绩；而在高年级阶段，执行功能的工作记忆成分能够预测儿童数学成绩。 研究三采用随机对照实验，选取研究二中 3 年级的 78 名小学生为被试， 分为执行功能训练组和对照组（每组各 39 人），考察两组执行功能和学业成绩 的变化。结果表明，训练组在执行功能训练期间的任务表现显著提高，但是在未训练的执行功能任务和学业成绩中并没有发现即时的迁移效果。 本研究得出如下结论：执行功能在社会经济地位和学业成就间起部分中介作用。执行功能能够预测学业成就，且随年龄增长预测作用减弱。短期认知干预训 练能够提升执行功能任务表现。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48133]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 丁晓庆. 社会经济地位对儿童学业成就的影响：执行功能的中介作用[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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