KNOWLEDGE OF STRATEGIES FOR DEALING WITH EVERYDAY PROBLEMS FROM CHILDHOOD THROUGH ADOLESCENCE
KNOWLEDGE OF STRATEGIES FOR DEALING WITH EVERYDAY PROBLEMS FROM CHILDHOOD THROUGH ADOLESCENCE
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DOI：
10.1037/0012-1649.25.4.607
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发表时间：
1989-07-01
影响因子：
4
通讯作者：
BERG, CA
中科院分区：
文献类型：
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作者：
BERG, CA
本研究探讨了知识，儿童（5年级）和青少年（8日和11日年级）的有效性的策略，用于处理日常问题。217个人评价的有效性提出的六个战略的解决方案，以20个日常问题（在学校或校外设置）之前和之后的信息，增加或消除了问题的障碍。战略的有效性取决于具体问题的背景。学生策略知识与教师策略知识的比较发现，学生策略知识存在年龄差异（有利于大龄青少年）和性别差异（有利于女性）。学生的策略知识与教师、家长和学生对学生实际智力技能的评价以及成绩测试成绩和等级有关。学术和日常智能之间的关系的影响。
This study examined the knowledge that children (5th grade) and adolescents (8th and 11th grade) have of the effectiveness of strategies for dealing with everyday problems. Two hundred seventeen individuals rated the effectiveness of six strategies presented as solutions to 20 everyday problems (in school or out of the school setting) before and after information was given that added or removed an obstacle from the problem. Strategy effectiveness was dependent on the context of the specific problem. Age differences (favoring older adolescents) and gender differences (favoring females) were found when students'' strategy knowledge was compared with teachers'' strategy knowledge. Students'' strategy knowledge was related to teachers'', parents'', and students'' ratings of the student''s practical intellectual skills as well as to achievement test scores and grades. Implications for the relation between academic and everyday intelligence are drawn.