Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms
Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms
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DOI：
10.1177/0956797617735528
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发表时间：
2018-03-01
影响因子：
8.2
通讯作者：
Menon, Vinod
中科院分区：
文献类型：
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作者：
Chen, Lang;Bae, Se Ri;Menon, Vinod
积极态度被认为影响儿童的学业成绩和学习，但对其潜在的神经认知机制知之甚少。通过对240名儿童的大规模行为样本的研究，我们发现，即使在我们考虑了其他多种认知情感因素之后，对数学的积极态度也能唯一地预测数学成绩。然后，我们调查了两个独立的儿童队列（发现队列：n = 47;复制队列：n = 28）的积极态度和学业成绩之间的联系的神经机制，并测试了竞争的假设，情感动机和学习记忆系统的不同作用。在这两个队列中，我们发现积极的态度与海马学习记忆系统的参与增加有关。结构方程模型进一步显示，在两个队列中，海马活动的增加和更频繁地使用有效的基于记忆的策略介导了积极态度和更高的数学成绩之间的关系。本研究首次阐明了积极态度影响学习和学业成绩的神经认知机制。
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.