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Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms

机译:对数学的积极态度支持早期的学术成功:行为证据和神经认知机制

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摘要

Positive attitude is thought to impact academic achievement and learning in children, but little is known about its underlying neurocognitive mechanisms. Using a large behavioral sample of 240 children, we found that positive attitude toward math uniquely predicted math achievement, even after we accounted for multiple other cognitive-affective factors. We then investigated the neural mechanisms underlying the link between positive attitude and academic achievement in two independent cohorts of children (discovery cohort: n = 47; replication cohort: n = 28) and tested competing hypotheses regarding the differential roles of affective-motivational and learning-memory systems. In both cohorts, we found that positive attitude was associated with increased engagement of the hippocampal learning-memory system. Structural equation modeling further revealed that, in both cohorts, increased hippocampal activity and more frequent use of efficient memory-based strategies mediated the relation between positive attitude and higher math achievement. Our study is the first to elucidate the neurocognitive mechanisms by which positive attitude influences learning and academic achievement.
机译:积极的态度被认为会影响儿童的学术成就和学习,但对其潜在的神经认知机制知之甚少。使用240名儿童的大型行为样本,我们发现即使在我们占多种其他认知情感因素的情况下,也发现了对数学唯一预测的数学成就的积极态度。然后,我们调查了两个独立队列儿童积极态度和学术成果之间的联系方式(发现队列:N = 47; Replication Cohort:N = 28)并测试了关于情感激励和学习的差异角色的竞争假设 - 制作系统。在两个队列中,我们发现积极的态度与海马学习记忆系统的接合增加有关。结构方程建模进一步揭示了,在群组中,增加海马活性和更频繁地利用高效的基于内存的策略介导积极态度和更高的数学成就之间的关系。我们的研究是第一个阐明的神经认知机制,通过积极的态度影响学习和学术成就。

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