初中生认知需求与数学学业成绩的关系：基于潜在剖面分析

摘要/Abstract

摘要： 以2844名初中生为研究对象，采用潜在剖面分析探讨初中生的认知需求类型及其数学学业成绩的关系。结果发现，初中生的认知需求存在四个潜在类别，即参与思考–低投入型、参与思考–一般投入型、懒于思考–高投入型、喜欢思考–高投入型，分别占比为25.52%、40.58%、3.87%、30.03%；与初三学生相比，初一学生和初二学生更可能是喜欢思考–高投入型；男女生认知需求潜在类别基本一致。此外，初中生认知需求与数学学业成绩呈显著正相关关系，且喜欢思考–高投入型的数学学业成绩显著高于其他类别初中生的数学学业成绩。

关键词: 初中生, 认知需求, 数学学业成绩, 潜在剖面分析

Abstract: This study, which extended to 2844 junior high school students, applied latent profile analysis to explore the relationship between the need for cognition of junior high school students and their math academic performances. The results showed that there were four latent categories of cognitive need for junior high school students, namely, the involved thinking low involvement (25.52%), the involved thinking general involvement (40.58%), the lazy thinking high involvement (3.87%), and the active thinking high involvement (30.03%). Compared with ninth-graders, seventh-graders and eighth-graders were more likely to be active thinking highly involved. It showed nearly no gender difference in the latent categories of their need for cognition. In addition, for junior high school students, a significant positive correlation was found between the need for cognition and their math academic performance, while the students who were categorized in the active thinking high involvement performed significantly better than other participants.

Key words: junior high school students, need for cognition, math academic performance, latent profile analysis

中图分类号:

B844

史滋福, 唐婉秋, 谢云天. 初中生认知需求与数学学业成绩的关系：基于潜在剖面分析[J]. 心理与行为研究, 2021, 19(4): 480-485.

SHI Zifu, TANG Wanqiu, XIE Yuntian. Relationship Between Cognitive Needs and Math Academic Performance of Junior High School Students: Based on Latent Profile Analysis[J]. Studies of Psychology and Behavior, 2021, 19(4): 480-485.

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