Chen Xinyin, Zhou Jiaxi, Li Dan, Liu Junsheng, Dai Yan, Zhou Tong
University of Pennsylvania, Philadelphia, Pennsylvania, USA.
Shanghai Normal University, Shanghai, China.
Child Dev. 2023 Jan;94(1):126-141. doi: 10.1111/cdev.13843. Epub 2022 Aug 25.
This 2-year longitudinal study examined relations between enjoyment of learning in Chinese and mathematics, two major subjects in Chinese schools, and indexes of school performance. The participants included 1041 students (501 boys) initially in third, fifth, and seventh grades (mean age = 10.49 years) in China. Data on enjoyment of Chinese and mathematics were collected from students' self-reports and data on school performance were collected from multiple sources in 2017 and 2019. The results showed that enjoyment of mathematics positively predicted later academic achievement, self-perceptions of academic competence, teacher-rated school competence, and peer-assessed leadership-social competence. Enjoyment of Chinese negatively predicted later mathematics achievement and self-perceptions of academic competence and nonsignificantly predicted other school performance variables. The results were discussed in Chinese context.
这项为期两年的纵向研究考察了中国学校两门主要学科——语文和数学的学习乐趣与学业成绩指标之间的关系。参与者包括中国1041名最初就读于三年级、五年级和七年级的学生（501名男生）（平均年龄 = 10.49岁）。2017年和2019年从学生的自我报告中收集了关于语文和数学学习乐趣的数据，并从多个来源收集了学业成绩数据。结果表明，数学学习乐趣对后期学业成绩、学业能力的自我认知、教师评定的学校能力以及同伴评估的领导-社会能力有积极的预测作用。语文学习乐趣对后期数学成绩和学业能力的自我认知有消极的预测作用，对其他学业成绩变量的预测作用不显著。研究结果在中国背景下进行了讨论。
