Li Jian, Xue Eryong, Li Chenchang, He Yunshu
China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing 100875, China.
Behav Sci (Basel). 2023 Jul 4;13(7):555. doi: 10.3390/bs13070555.
Affective and cognitive factors play significant roles in influencing students' learning performance. However, limited studies exist that examine the latent interactions between these factors and students' learning performance. This study applied a meta-analytic approach to examine the relationships between affective and cognitive factors and students' learning performance through the selected publications. We identified 18 affective and cognitive influencing factors related to student learning achievement/performance. It was found that academic performance was significantly impacted by learning scores, future aspirations and goals, peer support for learning, and family support for learning. A moderate impact was observed for cognitive benefits, skill development, self-regulation, values, knowledge, character, self-belief, attitudes and beliefs, affective benefits, motivation, optimism, and behavioral engagement. A weak influence was observed for control and relevance of schoolwork and self-efficacy. The discussion and limitations of this study have also been provided in the last sections.
情感因素和认知因素在影响学生学习成绩方面发挥着重要作用。然而，研究这些因素与学生学习成绩之间潜在相互作用的研究有限。本研究采用元分析方法，通过所选出版物来检验情感因素和认知因素与学生学习成绩之间的关系。我们确定了18个与学生学习成就/成绩相关的情感和认知影响因素。结果发现，学习成绩、未来志向和目标、同伴对学习的支持以及家庭对学习的支持对学业成绩有显著影响。认知收益、技能发展、自我调节、价值观、知识、性格、自我信念、态度和信念、情感收益、动机、乐观主义和行为参与有中等影响。学业任务的控制与相关性以及自我效能感的影响较弱。本研究的讨论和局限性也在最后部分给出。
