Stevenson H W, Newman R S
Child Dev. 1986 Jun;57(3):646-59.
The purpose of the longitudinal study was to investigate the prediction of children's academic achievement on the basis of cognitive tasks given prior to kindergarten, and academic attitudes on the basis of teachers' and mothers' ratings of the children's general cognitive abilities and actual achievement. Subjects were tested initially before entering kindergarten; from 105 to 154 of the 255 kindergarten children were followed through grades 1, 2, 3, 5, and 10. A subset of cognitive tasks maintained a high relation to high school achievement scores, especially in reading. Tenth-grade self-concept of ability, expectancy for success, value of success, and perception of task difficulty showed effects of sex and academic content area, with boys generally being more favorable toward math and girls more favorable toward reading. Children's attitudes were related both to mothers' earlier ratings of their children's cognitive abilities and actual achievement scores; this was especially the case for girls. There was a negative relation between mothers' ratings and girls' attitudes toward mathematics. Sex differences in all measures throughout the 11-year period are reviewed.
这项纵向研究的目的是，基于幼儿园入学前进行的认知任务来探究儿童学业成就的预测情况，并基于教师和母亲对儿童一般认知能力及实际成就的评分来探究学业态度。研究对象在进入幼儿园之前首先接受了测试；255名幼儿园儿童中有105至154名儿童在1年级、2年级、3年级、5年级和10年级接受了跟踪调查。一部分认知任务与高中成绩分数保持着高度关联，尤其是在阅读方面。10年级学生的能力自我概念、对成功的期望、成功的价值以及对任务难度的认知呈现出性别和学术内容领域的影响，总体而言男孩对数学更为青睐，女孩对阅读更为青睐。儿童的态度既与母亲早期对其认知能力的评分有关，也与实际成绩分数有关；女孩的情况尤其如此。母亲的评分与女孩对数学的态度之间存在负相关。本文回顾了整个11年期间所有测量指标中的性别差异。
