不同类型学习困难学生认知特征与学业自我概念的研究
发布时间：2018-07-31 11:00
【摘要】：随着教育理念与教育体系的不断推进,学习困难学生作为一个特殊学习群体逐渐进入公众视野。学习困难学生在学校范围内存在相当大的数量,他们是一群没有明显的智力缺陷和躯体障碍,但是在实际的学习活动中却表现的相对滞后的一个特殊群体。随着学习困难定义的演变以及相关研究的深入,针对不同类型学习困难学生的研究也日益丰富起来。大量的研究已经证明PASS(计划-注意-同时性加工-继时性加工)认知过程以及工作记忆加工方面的缺陷造成学生学习困难的重要原因,并且不同类型的学习困难可能存在缺陷异质性。学业自我概念是指学生在学业成就情境中形成的对自己在不同学业领域中学业发展的比较稳定的认知、评价和情感体验,因其学科特殊性从而对学生不同科目的学习起到了至关重要的作用。学习困难学生与正常学生之间是存在差别的,需要教育工作者们根据学困生的自我概念和个性发展水平,采取一些特殊的教育模式和措施来对其进行系统且具针对性的干预和培养。故本研究以数学学习困难学生、语文学习困难学生以及双困生为研究对象,细化从PASS认知加工过程和工作记忆这两个认知因素以及学生的学业自我概念角度入手,来较为全面而系统地探讨造成不同类型学习困难学生的认知和学业自我概念特征。选取上海市某普通初级中学七、八、九年级全体学生,共393人进入初步筛查,使用学习动机诊断测验筛除学习动机水平过低的学生。其次,将最近的两次期中与两次期末数学与语文期中考试成绩转换为z分数按照一定的标准筛选出语文困难、数学困难、双困、控制组4组被试并排除智力缺陷的学生。剔除无效数据后最终进行统计分析的共有43人,其中数学学习困难学生9人、语文学习困难学生8人、双困学生14人与控制组学生12人。本研究主要分为两部分,研究一主要探讨了三种学习困难亚类型学生在认知加工上的缺陷特征,将三种类型的学习困难群组纳入一个研究框架内进行研究,为后期学困生的认知干预提供一定的理论支持。研究二主要分析了不同类型学困生在学业自我概念这一动力因素上的特征以及学业自我概念对于学困生学业成绩的重要影响,希冀可以通过对这一重要因素的考察来为学困生的整体干预提供一条更为系统的途径。第一部分研究主要是探讨了不同类型学习困难学生的在PASS认知加工模型以及工作记忆系统上的认知特征。在PASS认知加工任务上,采用认知评估系统第二版(CAS-2)(Naglieri,Das,Goldstein,2014)作为测验材料。计划采用计划编码任务与数字匹配任务、注意采用表达性注意与数字检测任务、同时性加工采用非言语矩阵和言语-空间关系任务、继时性加工采用词语序列任务和数字序列任务进行测查。工作记忆认知加工过程方面,语音回路采用数字倒背任务以及语音n-back任务、视觉-空间模板采用视觉n-back任务与corsi点木块任务、中央执行系统采用flanker任务与信号停止任务进行测试。结果表明:1.各类学习困难学生的pass认知过程以及工作记忆的成绩均显著低于控制组的学生的成绩,且双困生在pass认知加工能力上存在普遍性缺陷;2.各类学习困难学生存在不同的认知缺陷,即不同学习困难内部并不是一个同质群体,而是有其特殊性,具体表现在:(1)计划与同时性加工与数学学习困难学生显著相关(r=-.62~-.57);数困生存在语音工作记忆方面的缺陷;(2)对语文学习困难学生而言,计划、注意以及继时性加工存在显著缺陷(r=-.69~-.57)。另一方面,语困生在中央执行系统方面存在缺陷;(3)双困生在计划、注意、同时性加工以及继时性加工上存在普遍性认知缺陷;此外,语音、视觉-空间模板以及中央执行系统与双困难学生存在显著相关(r=-.73~-.47),双困生在工作记忆功能上同样存在普遍性缺陷;(4)将不同类型学习困难学生作为学习困难总体,对其进行二分逻辑回归分析,pass认知模型中的计划过程(-2loglikelihood=14.58)以及继时性加工过程(-2loglikelihood=6.01)对学习困难学生有显著的预测作用,计划过程任务与继时性加工任务是区分学习困难学生和控制组学生较好的认知变量,这两项认知测验综合起来可以较好地预测学习困难。语音工作记忆(-2loglikelihood=8.12)与中央执行系统(-2loglikelihood=6.01)对学习困难学生也有显著的预测作用,这两项任务结合可以较好的预测学习困难。第二部分研究主要探讨了不同类型学习困难学生的在学业自我概念不同维度上的特征。研究采用marsh等人编制的自我概念问卷第二版(sdq-Ⅱ)中的学业自我概念分量表,包括语文、数学以及一般学业自我概念,对不同类型的学习困难学生的学习自我概念特征进行分析,结果发现:不同类型学习困难学生的学业自我概念有其学科特殊性,具体表现在:(1)数困生在数学学业自我概念上成绩较差,语困生在语文学业自我概念上得分较低,而双困生在数学自我概念、语文自我概念和一般学业自我概念上成绩最差;(2)数学成绩与数学自我概念显著高相关(r=.63),语文成绩与语文自我概念有高相关(r=.31),而数学自我概念与语文自我概念不相关;(3)数学自我概念以及一般学业自我概念与数学学习困难学生之间相关显著(r=-.49~-.43),语文自我概念及一般学业自我概念与语文学习困难学生有显著相关(r=-.63~-.56),数学自我概念和一般学业自我概念与双困生之间存在显著相关(r=-.72~-.61)。本研究进一步考察pass认知过程、工作记忆与学业自我概念之间的关系,及其对学习困难学生的学业成绩的影响。通过分层回归发现在控制住了认知过程的作用后,一般学业自我概念仍然能对学习困难学生的学业成绩产生独立影响,其解释率达到6%。综上,不同类型学习困难学生在PASS模型以及工作记忆过程上有其认知缺陷特征,其中数困生在计划、同时性加工与语音工作记忆方面有一定缺陷;语困生在计划、注意、继时性加工和中央执行系统上存在缺陷;双困生表现出了普遍性的认知缺陷。不同类型学困生在学业自我概念上表现出学科特殊性,数困生在数学自我概念上得分较低;语困生在语文学习自我概念上得分较低;而双困生在数学、语文和一般学业自我概念的得分最低,双困生的学业自我概念问题最为严重。此外,控制住了认知过程的作用后,一般学业自我概念仍对学习困难学生的学业成绩产生独立影响。
[Abstract]:With the continuous promotion of educational ideas and educational systems, students with learning difficulties have gradually entered the public field of vision as a special group of learning. Students with learning difficulties have a large number of students in the school range. They are a group without obvious mental defects and physical barriers, but they are relatively lagging in the actual learning activities. A special group. With the evolution of the definition of learning difficulties and the deepening of related research, the study of students with different types of learning difficulties is becoming more and more abundant. A large number of studies have proved that the cognitive process of PASS (plan attention simultaneous processing time processing) and the defects in working memory processing have resulted in students' learning. The important reasons for the difficulty, and the different types of learning difficulties may exist defect heterogeneity. The academic self-concept refers to the more stable cognition, evaluation and emotional experience of the students in the academic achievement situation in different academic fields. There are differences between the students with learning difficulties and the normal students. It is necessary for the educators to adopt some special educational models and measures to intervene and cultivate them systematically and pertinent according to the self-concept and the development level of the students. The students of Chinese learning difficulties and the twin students are the research objects. From the two cognitive factors of cognitive processing and working memory of PASS and the students' academic self concept, this paper makes a comprehensive and systematic discussion of the cognitive and academic self-concept characteristics of students with different types of learning difficulties. The students of grade seven, eight and nine in junior middle school were enrolled in a preliminary screening, and the students with low learning motivation were screened using the learning motivation diagnosis test. Secondly, the recent two period and two final mathematics and Chinese middle school exam scores were converted into Z scores to screen language difficulties, mathematical difficulties, and double difficulties. 4 groups of students in the control group were tested and excluded from the mental defects. There were 43 students who eliminated the invalid data, including 9 students with math learning difficulties, 8 students with language learning difficulties, 14 students with double difficulties and 12 students in control group. This study was divided into two parts. The study mainly discussed three subtypes of learning difficulties. In the cognitive processing, three types of learning difficult groups are included in a research framework to provide theoretical support for the cognitive intervention of the late students. The study two mainly analyzes the characteristics of the dynamic factors and the academic self concept of the students of different types of learning in academic self-concept. We hope to provide a more systematic approach to the overall intervention of students with learning difficulties. The first part is to explore the cognitive characteristics of the PASS cognitive processing model and the working memory system of the students with different types of learning difficulties. In the PASS, the first part is the study of the cognitive characteristics of the students with different types of learning difficulties. In cognitive processing tasks, the cognitive assessment system (CAS-2) (CAS-2) (Naglieri, Das, Goldstein, 2014) is used as the test material. The planned coding task and digital matching task are adopted, the expressive attention and the digital detection task are adopted, and the non speech matrix and speech space relation task is adopted in the sexual processing, and the relay time processing is adopted. The word sequence task and the digital sequence task are checked. In the working memory cognitive processing process, the voice loop uses the digital back task and the voice n-back task. The visual space template uses the visual n-back task and the Corsi point wooden block task. The central executive system uses the flanker task and the signal stop task to test. 1. the students' cognitive process of pass and the performance of working memory were significantly lower than those of the control group, and there was a universal defect in the cognitive processing ability of pass, and 2. students of various kinds of learning difficulties had different cognitive defects. The specific characteristics are as follows: (1) there is a significant correlation between plan and simultaneous processing and students with mathematics learning difficulties (r=-.62~-.57); the poor students have phonetic working memory defects; (2) there are significant defects (r=-.69~-.57) for the students of Chinese learning difficulties. On the other hand, the poor students are in the central execution. There are defects in the system; (3) there is a universal cognitive defect in the plan, the attention, the concurrent processing and the successive processing. In addition, there is a significant correlation between the speech, the visual space template and the central executive system and the double difficulties (r=-.73~-.47), and the double trapped students also have universal defects in the working memory function; (4) it will not be possible. The students of the same type of learning difficulties have two points of logistic regression analysis as the overall learning difficulties. The planning process (-2loglikelihood=14.58) in the pass cognitive model and the submission process (-2loglikelihood=6.01) have a significant predictive effect on the students with learning difficulties. The planned process task is distinguished from the submission processing task. The two cognitive tests can well predict learning difficulties. Both -2loglikelihood=8.12 and -2loglikelihood=6.01 have a significant predictive effect on students with learning difficulties. The combination of these two tasks can predict better learning. The second part of the study mainly discusses the characteristics of different types of students with different types of learning difficulties in the different dimensions of academic self-concept. The study uses the self-concept subscale in the second edition of the Self-concept Questionnaire (sdq- II) compiled by marsh and others, including Chinese, mathematics and the general academic self-concept, and the learning difficulties of different types of learning. The analysis of the characteristics of the learning self concept of the difficult students found that the academic self concept of the students with different types of learning difficulties has its own subject particularity, which is: (1) the poor students have poor results in the self-concept of mathematics, and the poor students have a lower score in the academic self-concept of the Chinese, while the double sleepy students are in the mathematical self concept. The self concept and the general academic self concept were the worst; (2) there was a significant correlation between the mathematical achievement and the mathematical self concept (r=.63), the Chinese performance and the language self-concept had a high correlation (r=.31), and the mathematical self concept was not related to the Chinese self concept; (3) the mathematics self concept, the general academic self-concept and the mathematics learning difficulties students. The correlation was significant (r=-.49~-.43). There was a significant correlation between Chinese self-concept and general academic self-concept (r=-.63~-.56). There was a significant correlation between the mathematical self-concept and the general academic self-concept (r=-.72~-.61). This study further examined the pass cognitive process, working memory and academic self probability. It is found that the general academic self-concept can still have an independent influence on the academic achievement of the students with learning difficulties, and the interpretation rate is up to the 6%. sum, and the students of different types of learning difficulties are in the PASS model. There are cognitive defects in the process of working memory, among which the poor students have some defects in the planning, the simultaneous processing and the phonetic working memory, and the poor students have defects in the plan, attention, successive processing and the central executive system. It showed that the students had a lower score in the self-concept of mathematics, the poor students had a lower score in the self-concept of language learning, while the double trapped students scored the lowest in mathematics, the Chinese and the general academic self-concept, and the academic self-concept of the double trapped students was the most serious. In addition, after controlling the role of cognitive process, the general learning was in general. Self concept still has an independent effect on academic achievement of students with learning difficulties.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442
本文编号：2155376
[Abstract]:With the continuous promotion of educational ideas and educational systems, students with learning difficulties have gradually entered the public field of vision as a special group of learning. Students with learning difficulties have a large number of students in the school range. They are a group without obvious mental defects and physical barriers, but they are relatively lagging in the actual learning activities. A special group. With the evolution of the definition of learning difficulties and the deepening of related research, the study of students with different types of learning difficulties is becoming more and more abundant. A large number of studies have proved that the cognitive process of PASS (plan attention simultaneous processing time processing) and the defects in working memory processing have resulted in students' learning. The important reasons for the difficulty, and the different types of learning difficulties may exist defect heterogeneity. The academic self-concept refers to the more stable cognition, evaluation and emotional experience of the students in the academic achievement situation in different academic fields. There are differences between the students with learning difficulties and the normal students. It is necessary for the educators to adopt some special educational models and measures to intervene and cultivate them systematically and pertinent according to the self-concept and the development level of the students. The students of Chinese learning difficulties and the twin students are the research objects. From the two cognitive factors of cognitive processing and working memory of PASS and the students' academic self concept, this paper makes a comprehensive and systematic discussion of the cognitive and academic self-concept characteristics of students with different types of learning difficulties. The students of grade seven, eight and nine in junior middle school were enrolled in a preliminary screening, and the students with low learning motivation were screened using the learning motivation diagnosis test. Secondly, the recent two period and two final mathematics and Chinese middle school exam scores were converted into Z scores to screen language difficulties, mathematical difficulties, and double difficulties. 4 groups of students in the control group were tested and excluded from the mental defects. There were 43 students who eliminated the invalid data, including 9 students with math learning difficulties, 8 students with language learning difficulties, 14 students with double difficulties and 12 students in control group. This study was divided into two parts. The study mainly discussed three subtypes of learning difficulties. In the cognitive processing, three types of learning difficult groups are included in a research framework to provide theoretical support for the cognitive intervention of the late students. The study two mainly analyzes the characteristics of the dynamic factors and the academic self concept of the students of different types of learning in academic self-concept. We hope to provide a more systematic approach to the overall intervention of students with learning difficulties. The first part is to explore the cognitive characteristics of the PASS cognitive processing model and the working memory system of the students with different types of learning difficulties. In the PASS, the first part is the study of the cognitive characteristics of the students with different types of learning difficulties. In cognitive processing tasks, the cognitive assessment system (CAS-2) (CAS-2) (Naglieri, Das, Goldstein, 2014) is used as the test material. The planned coding task and digital matching task are adopted, the expressive attention and the digital detection task are adopted, and the non speech matrix and speech space relation task is adopted in the sexual processing, and the relay time processing is adopted. The word sequence task and the digital sequence task are checked. In the working memory cognitive processing process, the voice loop uses the digital back task and the voice n-back task. The visual space template uses the visual n-back task and the Corsi point wooden block task. The central executive system uses the flanker task and the signal stop task to test. 1. the students' cognitive process of pass and the performance of working memory were significantly lower than those of the control group, and there was a universal defect in the cognitive processing ability of pass, and 2. students of various kinds of learning difficulties had different cognitive defects. The specific characteristics are as follows: (1) there is a significant correlation between plan and simultaneous processing and students with mathematics learning difficulties (r=-.62~-.57); the poor students have phonetic working memory defects; (2) there are significant defects (r=-.69~-.57) for the students of Chinese learning difficulties. On the other hand, the poor students are in the central execution. There are defects in the system; (3) there is a universal cognitive defect in the plan, the attention, the concurrent processing and the successive processing. In addition, there is a significant correlation between the speech, the visual space template and the central executive system and the double difficulties (r=-.73~-.47), and the double trapped students also have universal defects in the working memory function; (4) it will not be possible. The students of the same type of learning difficulties have two points of logistic regression analysis as the overall learning difficulties. The planning process (-2loglikelihood=14.58) in the pass cognitive model and the submission process (-2loglikelihood=6.01) have a significant predictive effect on the students with learning difficulties. The planned process task is distinguished from the submission processing task. The two cognitive tests can well predict learning difficulties. Both -2loglikelihood=8.12 and -2loglikelihood=6.01 have a significant predictive effect on students with learning difficulties. The combination of these two tasks can predict better learning. The second part of the study mainly discusses the characteristics of different types of students with different types of learning difficulties in the different dimensions of academic self-concept. The study uses the self-concept subscale in the second edition of the Self-concept Questionnaire (sdq- II) compiled by marsh and others, including Chinese, mathematics and the general academic self-concept, and the learning difficulties of different types of learning. The analysis of the characteristics of the learning self concept of the difficult students found that the academic self concept of the students with different types of learning difficulties has its own subject particularity, which is: (1) the poor students have poor results in the self-concept of mathematics, and the poor students have a lower score in the academic self-concept of the Chinese, while the double sleepy students are in the mathematical self concept. The self concept and the general academic self concept were the worst; (2) there was a significant correlation between the mathematical achievement and the mathematical self concept (r=.63), the Chinese performance and the language self-concept had a high correlation (r=.31), and the mathematical self concept was not related to the Chinese self concept; (3) the mathematics self concept, the general academic self-concept and the mathematics learning difficulties students. The correlation was significant (r=-.49~-.43). There was a significant correlation between Chinese self-concept and general academic self-concept (r=-.63~-.56). There was a significant correlation between the mathematical self-concept and the general academic self-concept (r=-.72~-.61). This study further examined the pass cognitive process, working memory and academic self probability. It is found that the general academic self-concept can still have an independent influence on the academic achievement of the students with learning difficulties, and the interpretation rate is up to the 6%. sum, and the students of different types of learning difficulties are in the PASS model. There are cognitive defects in the process of working memory, among which the poor students have some defects in the planning, the simultaneous processing and the phonetic working memory, and the poor students have defects in the plan, attention, successive processing and the central executive system. It showed that the students had a lower score in the self-concept of mathematics, the poor students had a lower score in the self-concept of language learning, while the double trapped students scored the lowest in mathematics, the Chinese and the general academic self-concept, and the academic self-concept of the double trapped students was the most serious. In addition, after controlling the role of cognitive process, the general learning was in general. Self concept still has an independent effect on academic achievement of students with learning difficulties.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442
【参考文献】
相关期刊论文 前10条
1 周璇;蔡丹;;不同类型数学任务的PASS认知加工发展特点[J];心理科学;2016年06期
2 蔡丹;文茗;J.P.Das;周璇;;基于认知加工过程的数学训练方案述评[J];心理科学;2015年05期
3 赵鑫;周仁来;;工作记忆刷新功能的可塑性[J];心理科学进展;2014年10期
4 王晓辰;李清;;基于PASS模型的汉语阅读障碍认知加工特点的实验研究[J];心理科学;2013年03期
5 蔡丹;李其维;邓赐平;;数学学业不良初中生的工作记忆特点:领域普遍性还是特殊性?[J];心理学报;2013年02期
6 郭龙健;申继亮;;学业情绪研究及对基础教育教学改革的意义[J];天津师范大学学报(社会科学版);2012年03期
7 王晓辰;李其维;李清;;小学汉语阅读障碍儿童的PASS认知加工特点[J];心理发展与教育;2011年06期
8 宋广文;何文广;孔伟;;问题表征、工作记忆对小学生数学问题解决的影响[J];心理学报;2011年11期
9 张雅明;李勇;;学习困难学生自我概念研究综述[J];沧州师范专科学校学报;2010年04期
10 赵晶;陈传锋;;学习困难:概念演变、认知表现及其影响因素[J];心理研究;2010年03期
相关会议论文 前1条
1 董文婷;熊俊梅;王艳红;;高中生学科自我概念及焦虑情绪的语、数学科间差异及二者与学业成绩的关系[A];增强心理学服务社会的意识和功能——中国心理学会成立90周年纪念大会暨第十四届全国心理学学术会议论文摘要集[C];2011年
相关博士学位论文 前2条
1 左志宏;小学生数学学习困难的认知加工机制[D];华东师范大学;2006年
2 赵微;汉语阅读困难学生语音意识与视觉空间认知的实验研究[D];华东师范大学;2004年
相关硕士学位论文 前9条
1 陈泊蓉;小学中高年级儿童汉语语素意识的发展特点及其与阅读理解的关系[D];陕西师范大学;2011年
2 吕京京;初中生学业情绪现状及干预研究[D];苏州大学;2013年
3 张阮钰;初中生学习投入、学业自我概念与学业情绪相关研究[D];曲阜师范大学;2014年
4 蒋春蓉;汉语阅读障碍儿童的言语工作记忆与视空间工作记忆的功能特点[D];陕西师范大学;2014年
5 王艳碧;不同类型汉语阅读障碍儿童的认知特点研究[D];西南大学;2008年
6 周甜;中学学业不良学生学校适应性与自我概念、社会支持关系的研究[D];陕西师范大学;2008年
7 张佳佳;提高高中学业不良学生学业自我概念的干预研究[D];华东师范大学;2009年
8 张晓光;小学四年级数学学习困难与优秀学生的工作记忆比较研究[D];内蒙古师范大学;2009年
9 李晓龙;PASS理论下的学习困难儿童认知功能特征研究[D];广西师范学院;2015年
，本文编号：2155376
本文链接：https://www.wllwen.com/jiaoyulunwen/jiaoyutizhilunwen/2155376.html
