Cognition and classroom quality as predictors of math achievement in the kindergarten year
Cognition and classroom quality as predictors of math achievement in the kindergarten year
复制标题
DOI：
10.1016/j.learninstruc.2015.09.004
复制
发表时间：
2016-02-01
影响因子：
6.2
通讯作者：
Blair, Clancy
中科院分区：
文献类型：
--
作者：
Blankson, A. Nayena;Blair, Clancy
使用171名儿童的样本，我们研究了课堂质量作为一个潜在的调节器之间的联系，三个不同的，但相关的认知方面（流体智力，结晶智力和执行功能）和整个幼儿园的数学成绩。进行了多层次建模分析，以解释学生在教室内的嵌套。结果显示，流体和结晶智力的治疗相互作用显着的能力，这表明课堂实践可能会影响儿童不同，这取决于他们的能力。流体智力和晶体智力水平较高的儿童在高质量的教室里表现得更好。研究结果也支持了卡特尔的投资假说。的结果的影响进行了讨论。(C)2015爱思唯尔有限公司版权所有。
Using a sample of 171 children, we examined classroom quality as a potential moderator of the link between three distinct but related aspects of cognition (fluid intelligence, crystallized intelligence, and executive functioning) and math achievement across the kindergarten year. Multilevel modeling analyses were conducted to account for nesting of students within classrooms. Results revealed significant aptitude by treatment interactions for fluid and crystallized intelligence, suggesting that classroom practices may affect children differently depending on their abilities. Children with higher levels of fluid intelligence and of crystallized intelligence fared better in higher quality classrooms. Results also provide some support for Cattell's investment hypothesis. Implications of the results are discussed. (C) 2015 Elsevier Ltd. All rights reserved.