Tucker-Drob Elliot M, Briley Daniel A
Department of Psychology and Population Research Center, University of Texas at Austin.
Pers Individ Dif. 2012 Jul 1;53(1):9-15. doi: 10.1016/j.paid.2012.02.004.
Researchers have recently taken a renewed interest in examining the patterns by which noncognitive traits and cognitive traits relate to one another. Few researchers, however, have examined the possibility that such patterns might differ according to environmental context. Using data from a nationally representative sample of approximately 375,000 students from 1,300 high schools in the United States, we examined the relations between socioeconomic status (SES), interests, and knowledge in eleven academic, vocational/professional, and recreational domains. We found little support for the hypothesis that SES-related differences in levels of interest mediate SES-related differences in levels of knowledge. In contrast, we found robust and consistent support for the hypothesis that SES moderates interest-knowledge associations. For 10 out of 11 of the knowledge domains examined, the interest-knowledge association was stronger for individuals living in higher SES contexts. Moderation persisted after controlling for an index of general intelligence. These findings are consistent with the hypothesis that low SES inhibits individuals from selectively investing their time and attention in learning experiences that are consistent with their interests.
研究人员最近重新关注研究非认知特质与认知特质相互关联的模式。然而，很少有研究人员探讨过这种模式可能因环境背景而异的可能性。利用来自美国1300所高中约37.5万名学生的全国代表性样本数据，我们研究了社会经济地位（SES）、兴趣和知识在11个学术、职业/专业和娱乐领域之间的关系。我们几乎没有找到证据支持以下假设：即兴趣水平上与SES相关的差异介导了知识水平上与SES相关的差异。相比之下，我们发现有力且一致的证据支持以下假设：即SES调节兴趣 - 知识关联。在所研究的11个知识领域中的10个领域，对于生活在较高SES背景下的个体，兴趣 - 知识关联更强。在控制了一般智力指数后，调节作用依然存在。这些发现与以下假设一致：即低SES会抑制个体将时间和注意力选择性地投入到与其兴趣相符的学习经历中。
