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中国农村地区的社交技能训练与儿童认知专注力：社会信息处理技能的中介作用

Social skill training and children's cognitive concentration in rural China: the mediating effect of social information processing skills.

作者信息

Li Na, Peng Jin, Sun Xiaodong, Guo Shenyang

机构信息

School of Humanities and Social Sciences, Xi'an Jiaotong University, Xi'an, China.

Brown School, Washington University in St. Louis, St. Louis, MO, United States.

出版信息

Front Psychol. 2025 May 9;16:1526065. doi: 10.3389/fpsyg.2025.1526065. eCollection 2025.

DOI:10.3389/fpsyg.2025.1526065
PMID:40417044
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12098471/
Abstract

BACKGROUND

The cognitive concentration refers to the learning orientation of children, encompassing the skills, attitudes, and behaviors exhibited by children in their pursuit of knowledge. Enhancing children's cognitive concentration through targeted social skills training holds notable importance for improving their classroom performance and academic achievement.

METHODS

Drawing upon the social information processing (SIP) theory and the large-scale trial "Let's Be Friends (Shaanxi)" program with a randomized controlled experimental design, we employed structural equation modeling (SEM) to analyze the impact mechanism through which social skills training influences children's cognitive concentration and examine the mediating effect by SIP skills.

RESULTS

The findings revealed that social skills training significantly enhances both children's SIP skills and cognitive concentration. SIP skills fully mediate the relationship between social skills training and children's cognitive concentration. Furthermore, this mediating effect is more pronounced in enhancing boys' cognitive concentration compared to girls.

CONCLUSION

Social skills training programs focused on enhancing children's SIP skills represents an effective strategy for augmenting their cognitive concentration.

摘要

背景

认知专注力指儿童的学习倾向，涵盖儿童在追求知识过程中展现出的技能、态度和行为。通过有针对性的社交技能训练提高儿童的认知专注力，对于提升他们的课堂表现和学业成绩具有显著意义。

方法

借鉴社会信息加工（SIP）理论以及采用随机对照实验设计的大规模试验“让我们成为朋友（陕西）”项目，我们运用结构方程模型（SEM）来分析社交技能训练影响儿童认知专注力的作用机制，并检验SIP技能的中介效应。

结果

研究结果显示，社交技能训练显著提高了儿童的SIP技能和认知专注力。SIP技能完全中介了社交技能训练与儿童认知专注力之间的关系。此外，与女孩相比，这种中介效应在提高男孩的认知专注力方面更为明显。

结论

专注于提高儿童SIP技能的社交技能训练项目是增强其认知专注力的有效策略。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/92eb/12098471/242fd4916b24/fpsyg-16-1526065-g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/92eb/12098471/e80627b042a5/fpsyg-16-1526065-g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/92eb/12098471/1e4a14a3352f/fpsyg-16-1526065-g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/92eb/12098471/242fd4916b24/fpsyg-16-1526065-g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/92eb/12098471/e80627b042a5/fpsyg-16-1526065-g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/92eb/12098471/1e4a14a3352f/fpsyg-16-1526065-g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/92eb/12098471/242fd4916b24/fpsyg-16-1526065-g003.jpg

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