Motivational, Emotional, and Social Factors Explain Academic Achievement in Children Aged 6–12 Years: A Meta-Analysis
Motivational, Emotional, and Social Factors Explain Academic Achievement in Children Aged 6–12 Years: A Meta-Analysis
复制标题
动机、情感和社会因素解释 6-12 岁儿童的学业成就：荟萃分析
作者：
Alberto Quílez;N. Moyano;Alejandra Cortés
最近的研究强调了认知因素对学业成就的影响，忽视了动机，情感和社会因素。这就为本研究提供了背景，本研究对学业成就与动机因素之间的关系进行了元分析（动机、自我概念和自尊）、情绪因素（情绪智力、情绪能力和情绪幸福感）和社会因素（社会智力、社会能力和社会技能）。应用基于PRISMA方案的方法：纳入和排除文章的阶段，效应量分析，异质性，发表偏倚，最后，荟萃回归和适度分析。结果表明，动机和社会因素（0.210）和情感因素的小的正效应大小（0.172）的中度正效应大小（0.321）。研究了年龄（65%的社会因素）和地理区域（52%的动机因素，17%的情感因素和76%的社会因素）的调节作用。这些结果凸显了动机和社会因素对学术成就的重要性。此外，沿着年龄的调节作用，地理区域的调节作用也随着研究背景的多样性而强烈显现。我们的研究结果突出了这些因素对学习成绩的重要性，因此，需要设计学校计划，解决这些变量的正确发展。
Recent studies highlight the effect of cognitive factors on academic achievement, ignoring motivational, emotional, and social factors. This provides the background for the present study, a meta-analysis on the relationship between academic achievement and motivational factors (motivation, self-concept, and self-esteem), emotional factors (emotional intelligence, emotional competence, and emotional well-being), and social factors (social intelligence, social competence, and social skills) in children aged 6–12 years (37 samples, n = 15,777). The methodology based on the PRISMA protocols was applied: phases of inclusion and exclusion of articles, analysis of effect size, heterogeneity, publication bias, and, finally, meta-regressions and moderation analysis. The results showed a moderate positive effect size (0.321) for motivational and social factors (0.210) and a small positive effect size (0.172) for emotional factors. The moderating effects of age (65% on social factors) and geographical area (52% on motivational factors, 17% on emotional factors, and 76% on social factors) were studied. These results highlight the importance of motivational and social factors regarding academic achievement. In addition, along with the moderating effect of age, that of geographical area emerges strongly given the diversity of contexts studied. Our results highlight the importance that these factors have on academic performance and, therefore, the need to design school plans that address the correct development of these variables.
影响因子：
16.4
作者：
Ryan, RM;Deci, EL
通讯作者：
Deci, EL
影响因子：
3.6
作者：
Moeller, Jens;Retelsdorf, Jan;Marsh, Herb W.
通讯作者：
Marsh, Herb W.