Lundberg Ingvar, Sterner Görel
Department of Psychology, Göteborg University, Box 500, SE-405, 30 Göteborg, Sweden.
Ann Dyslexia. 2006 Dec;56(2):361-77. doi: 10.1007/s11881-006-0016-0.
A sample of 60 children in Grade 3 was followed over one year. In the first year, an extensive battery of assessments was used including aspects of reading, arithmetic, and working memory. Teachers rated the children on 7-point scales on various motivational dimensions summarized to a total score tentatively called task orientation. In the follow-up assessment one year later, the testing and teacher ratings were repeated. The cross-sectional correlations between reading, arithmetic, and task orientation were all high (about +.70). The high correlation between reading and arithmetic decreased significantly when task orientation was partialed out, and it was further reduced when working memory as assessed by backward digit span was added to the controlling factors. Also, teacher ratings of cognitive ability and language development accounted for some of the common variance between reading and arithmetic. The correlation between task orientation and school achievement cannot be causally interpreted in cross-sectional designs. Some support for a "causal" hypothesis, however, was obtained in crosslagged correlation analyses indicating that task orientation in Grade 3 may have a causal impact on the level of performance in reading, and in arithmetic in Grade 4. Most likely, however, there is also a reciprocal relationship.
对60名三年级儿童进行了为期一年的跟踪研究。在第一年，使用了一系列广泛的评估，包括阅读、算术和工作记忆等方面。教师根据7分制对儿童在各个动机维度上进行评分，这些维度汇总为一个暂定名为任务导向的总分。在一年后的随访评估中，重复了测试和教师评分。阅读、算术和任务导向之间的横断面相关性都很高（约为+.70）。当排除任务导向因素时，阅读和算术之间的高相关性显著降低，当将通过倒背数字广度评估的工作记忆添加到控制因素中时，相关性进一步降低。此外，教师对认知能力和语言发展的评分解释了阅读和算术之间的一些共同方差。在横断面设计中，任务导向与学业成绩之间的相关性无法进行因果解释。然而，在交叉滞后相关分析中获得了一些对“因果”假设的支持，表明三年级的任务导向可能对四年级的阅读和算术成绩水平产生因果影响。然而，最有可能的是，这也存在一种相互关系。
