Reynolds A J
Social Science Research Institute, Northern Illinois University, DeKalb 60115.
Psychol Rep. 1991 Feb;68(1):63-70. doi: 10.2466/pr0.1991.68.1.63.
This study investigated the relative influence of self-reported, out-of-school experiences on 13-yr.-olds' scientific literacy, including the often studied variables of homework time and television time. Results, based on a national probability sample of 3,116 students, indicated that time spent doing homework, reading, and viewing television programs with an educational focus had significant and positive independent influences on scientific literacy net of home environment and students' background factors. Viewing television programs that emphasized entertainment negatively contributed to scientific literacy. The number of hours of television viewed was unrelated to literacy. Factors associated with the transition to adolescence, dating, and peer relations, were negatively related to scientific literacy. Findings were discussed in regard to improving students' performances in science.
本研究调查了自我报告的校外经历对13岁青少年科学素养的相对影响，其中包括经常被研究的家庭作业时间和看电视时间等变量。基于对3116名学生的全国概率抽样得出的结果表明，花在做家庭作业、阅读以及观看具有教育性质电视节目的时间，在排除家庭环境和学生背景因素后，对科学素养具有显著的正向独立影响。观看强调娱乐性的电视节目对科学素养有负面影响。看电视的时长与科学素养无关。与向青春期过渡、约会和同伴关系相关的因素与科学素养呈负相关。针对如何提高学生的科学成绩对研究结果进行了讨论。
