中介变量在纵向数学成绩关联发展中的作用
The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations.
作者信息
Watts Tyler W, Duncan Greg J, Chen Meichu, Claessens Amy, Davis-Kean Pamela E, Duckworth Kathryn, Engel Mimi, Siegler Robert, Susperreguy Maria I
机构信息
University of California, Irvine.
University of Michigan.
出版信息
Child Dev. 2015 Nov-Dec;86(6):1892-907. doi: 10.1111/cdev.12416. Epub 2015 Sep 2.
Despite research demonstrating a strong association between early and later mathematics achievement, few studies have investigated mediators of this association. Using longitudinal data (n = 1,362), this study tested the extent to which mathematics self-concepts, school placement, executive functioning, and proficiency in fractions and division account for the association between mathematics achievement in first grade and at age 15. As hypothesized, a strong longitudinal association between first-grade and adolescent mathematics achievement was present (β = .36) even after controlling for a host of background characteristics, including cognitive skills and reading ability. The mediators accounted for 39% of this association, with mathematics self-concept, gifted and talented placement, and knowledge of fractions and division serving as significant mediators.
尽管有研究表明早期数学成绩与后期数学成绩之间存在紧密联系，但很少有研究探讨这种联系的中介因素。本研究利用纵向数据（n = 1362），检验了数学自我概念、学校安置、执行功能以及分数和除法熟练程度在多大程度上解释了一年级和15岁时数学成绩之间的关联。正如所假设的那样，即使在控制了一系列背景特征，包括认知技能和阅读能力之后，一年级和青少年数学成绩之间仍存在很强的纵向关联（β = 0.36）。中介因素解释了这种关联的39%，其中数学自我概念、天才安置以及分数和除法知识是重要的中介因素。
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