学术能力评估测试表现：理解认知/学习因素与社会/人格因素的作用
SAT Performance: Understanding the Contributions of Cognitive/Learning and Social/Personality Factors.
作者信息
Hannon Brenda, McNaughton-Cassill Mary
机构信息
Department of Psychology, The University of Texas at San Antonio, USA.
出版信息
Appl Cogn Psychol. 2011 Jul;25(4):528-535. doi: 10.1002/acp.1725.
This study identifies a number of sources of individual differences in SAT performance by examining the simultaneous contributions of factors from two otherwise disparate research areas, namely cognition/learning and social/personality. Preliminary analysis revealed that just the cognitive/learning measures accounted for 37.8, 41.4 and 21.9% of the variance in SAT, V-SAT and Q-SAT performance, respectively while just the social/personality measures accounted for 21.4, 18.2 and 17.3% of the variance. When combined, cognitive/learning and social/personality factors accounted for even larger amounts of variance in performance; specifically 43.4, 44.6 and 28% for the SAT, V-SAT and Q-SAT, respectively. Finally, the results revealed that three measures consistently predicted performance on the SAT, V-SAT and Q-SAT; two measures were the learning/cognitive factors of working memory and integration of new text-based information with information from long-term memory and one measure was the social/personality factor, test anxiety.
本研究通过考察来自两个原本不同研究领域（即认知/学习和社会/人格）的因素的同时作用，确定了SAT成绩中个体差异的若干来源。初步分析显示，仅认知/学习指标分别占SAT、V-SAT和Q-SAT成绩方差的37.8%、41.4%和21.9%，而仅社会/人格指标分别占方差的21.4%、18.2%和17.3%。认知/学习和社会/人格因素相结合时，在成绩方差中所占比例更大；具体而言，SAT、V-SAT和Q-SAT分别为43.4%、44.6%和28%。最后，结果显示有三项指标始终能够预测SAT、V-SAT和Q-SAT的成绩；两项指标是工作记忆以及将基于文本的新信息与长期记忆中的信息整合的学习/认知因素，另一项指标是社会/人格因素——考试焦虑。
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