Processing efficiency theory in children: Working memory as a mediator between trait anxiety and academic performance
Processing efficiency theory in children: Working memory as a mediator between trait anxiety and academic performance
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DOI：
10.1080/10615800701847823
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发表时间：
2008-01-01
影响因子：
3.7
通讯作者：
Hadwin, Julie A.
中科院分区：
文献类型：
--
作者：
Owens, Matthew;Stevenson, Jim;Hadwin, Julie A.
工作记忆能力与学习成绩呈正相关。相比之下，高水平的特质焦虑与教育成就低下有关。本研究以Eysenck和Calvo（1992）的加工效率理论（PET）为基础，探讨了焦虑与学业成绩之间是否通过不良的工作记忆表现来介导。50名11-12岁的儿童完成了言语（向后数字跨度;敲击语音存储/中央执行）和空间（Corsi块;敲击视觉空间画板/中央执行）工作记忆任务。特质焦虑采用儿童状态-特质焦虑量表进行测量。学习成绩采用学校管理的推理测试（认知能力测试）和成绩测试（标准评估测试）进行评估。结果表明，特质焦虑和学业成绩之间的关联显着介导的语言工作记忆的六个学业成绩的措施（数学，定量和非语言推理）。空间工作记忆在特质焦虑和学业成绩之间没有显著的中介作用。在特质焦虑和学习成绩之间的关联中，平均言语工作记忆占51%，而空间工作记忆只占9%。研究结果表明，PET是一个有用的框架，以评估儿童的焦虑对教育成就的影响。
Working memory skills are positively associated with academic performance. In contrast, high levels of trait anxiety are linked with educational underachievement. Based on Eysenck and Calvo's (1992) processing efficiency theory (PET), the present study investigated whether associations between anxiety and educational achievement were mediated via poor working memory performance. Fifty children aged 11-12 years completed verbal (backwards digit span; tapping the phonological store/central executive) and spatial (Corsi blocks; tapping the visuospatial sketchpad/central executive) working memory tasks. Trait anxiety was measured using the State-Trait Anxiety Inventory for Children. Academic performance was assessed using school administered tests of reasoning (Cognitive Abilities Test) and attainment (Standard Assessment Tests). The results showed that the association between trait anxiety and academic performance was significantly mediated by verbal working memory for three of the six academic performance measures (math, quantitative and nonverbal reasoning). Spatial working memory did not significantly mediate the relationship between trait anxiety and academic performance. On average verbal working memory accounted for 51% of the association between trait anxiety and academic performance, while spatial working memory only accounted for 9%. The findings indicate that PET is a useful framework to assess the impact of children's anxiety on educational achievement.