小学高年级儿童认知需求及其与班级气氛的关系

Relationship between Need for Cognition and Classroom Climate among Upper Elementary School Children

采用调查法,以460名五、六年级学生为被试,考察了小学高年级儿童认知需求的特点及其与班级气氛的关系。结果发现:1)小学高年级儿童认知需求得分存在显著的学校类型差异,表现为城市儿童得分高于农村儿童,但性别和年级差异未达到显著性水平;2)在控制了学校类型等因素的影响后,认知需求与班级气氛的四个维度都存在显著的相关。分层回归分析的结果表明,班级气氛中的同学支持维度对认知需求得分有显著的预测作用。

460 upper elementary school children are chosen as subjects to examine their need for cognition and its relationship with classroom climate using questionnaire. The restilts are： 1） Urban school students have significant higher scores on need for cognition than rural school students, however, there is no significant difference in gender and grade. 2） There is significant correlation between need for cognition and the four dimensions of classroom climate after the control of school type, and hierarchical multiple regression analysis shows that classmate support can significantly predict children＇s need for cognition.