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中国心理学前沿

Psychology of China

ISSN Print: 2664-1798
ISSN Online: 2664-1801
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元认知训练对中小学学生学业成绩的影响:效果及其调节因素元分析

A Meta-analysis on Metacongnition Training for Primary and Secondary School Student’s Academic Achievement: Effectiveness and Its Moderators

中国心理学前沿 / 2019,1(8):556-571 / 2019-10-12 look5512 look8124
  • 作者: 李金德     
  • 单位:
    广西大学行健文理学院应用心理学系,南宁
  • 关键词: 元认知;中小学;学业成绩;元分析
  • Metaongnition; Primary and secondary school; Academic Achievement; Meta-analysis
  • 摘要: 目的:利用元分析探索元认知训练对中小学学生学业成绩的影响。方法:52篇以中小学学生为被试的研究、共70个独立效应量被纳入了本研究。结果:(1)元认知训练对学业成绩的总效应g=0.78(p<0.001);(2)元认知训练对小学、初中和高中三者的效应量分别为g=1.01、g=0.62、g=0.78,三者有显著性差异;(3)元认知训练对学优生、中等生、学差生三者的效应量分别为g=0.60、g=1.05、g=0.61,三者有显著性差异;(4)元认知训练对语文、数学、英语、物理、生物、化学、政治的效应量分别为g=1.13、g=0.61、g=0.72、g=0.90、g=0.69、g=0.48、g=0.37,它们之间也存在显著性差异;(5)不同期刊来源的文献元认知效应量分别为核心期刊g=0.66、普通期刊g=0.62、学位论文g=0.83,三者没有显著性差异;(6)不同训练周期的效应量分别为2个月及以下g=0.73、2到4个月g=0.65、4个月及以上g=0.65,三者没有显著性差异。结论:(1)元认知训练对中小学学生学业成绩有积极的促进作用;(2)不同学业水平、不同学科、不同学段是影响元认知训练效果的因素,而文献来源与实验周期对元认知训练效果并没有影响。
  • Objective: To explore the effectiveness of metacongnition training on primary and secondary school student's academic achievement. Methods: Meta-analysis was used to analysis data of 70 independent effect sizes from 52 studies. Results:(1) Metacongnition training for student's achievement is shown to be efficacious with a nearly large effect(g=0.78);(2) There was significant difference among primary、 junior and senior schools' effect sizes which were 1.01,0.62 and 0.78of g respectively;(3) There was also significant diference among excellent students、 medium students and underachievers' effect sizes with 0.60,1.05,0.61 of g respectively; (4) Different subjects had different effect sizes, specifically Chinese g=1.13, Math g=0.61, English g=0.72, Physics g=0.90, Biology g=0.69, Chemistry g=0.48 and Politics g=0.37;(5) Significant difference was not found among effect sizes of differentCategories of Periodicals, namely core journals、 General journals and Dissertation's which was 0.66、0.62 and 0.83 of g respectively;(6) There was also no difference among effect sizes of different training time. Training time that was less than 2 months had a 0.73 effect size of g, while 2 to 4 months was 0.65, and more than 4 months was 0.65. Conclusion:(1) Metacongnition played an important role on primary andsecondary school students' academic achievement;(2) Academic level, subjects and grade were moderators for the intervention effect size, by contrast different journal and training time did not affect effect size.
  • DOI: https://doi.org/10.35534/pc.0108035
  • 引用: 李金德.元认知训练对中小学学生学业成绩的影响:效果及其调节因素元分析[J].中国心理学前沿,2019,1(8):556-571.
    https://doi.org/10.35534/pc.0108035
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