Spitzer Markus Wolfgang Hermann
Institute of Psychology, Albert-Ludwigs-Universität Freiburg, 79085 Freiburg, Germany.
Eur J Psychol Educ. 2022;37(1):39-53. doi: 10.1007/s10212-021-00546-0. Epub 2021 Apr 7.
Decades of research produced inconsistent findings on whether study time can lead to achievement gains in mathematics. Data generated by more than six thousand students from three different countries who solved more than 1.1 million problem sets using a dedicated mathematics software are analyzed regarding the effect of study time on students' achievements in mathematics. Results showed that more study time led to higher performance scores in mathematics. Further analyses revealed that low-performing students in the first school year (2017-2018) who increased their study time in the following year (2018-2019) revealed greatest gains in performance in the same school year (2018-2019) and even in the year after (2019-2020). Finally, results replicated previous observations of robust performance scores within students over the three school years, with performance scores in 2017-2018 predicting those of 2018-2019 which predicted those of 2019-2020. These results support the idea that students, in particular low-performing students, can boost their academic abilities to upper levels when increasing their study time.
几十年来，关于学习时间是否能提高数学成绩的研究结果并不一致。我们分析了来自三个不同国家的六千多名学生的数据，这些学生使用专门的数学软件解决了超过110万道习题集，以研究学习时间对学生数学成绩的影响。结果表明，更多的学习时间会带来更高的数学成绩。进一步分析发现，在2017 - 2018学年成绩较差的学生，如果在接下来的2018 - 2019学年增加学习时间，那么在同一学年（2018 - 2019）甚至在之后的一年（2019 - 2020）成绩提升最为显著。最后，研究结果重现了之前观察到的学生在三个学年中的稳定成绩表现，2017 - 2018学年的成绩能够预测2018 - 2019学年的成绩，而2018 - 2019学年的成绩又能预测2019 - 2020学年的成绩。这些结果支持了这样一种观点，即学生，尤其是成绩较差的学生，在增加学习时间时能够将他们的学业能力提升到更高水平。
