工作记忆和类比推理与初一年级学生数学成绩的关系:有调节的中介效应

Working Memory,Analogical Reasoning and Math Achievement in 7^(th) Grader:Moderated Mediating Effect

探讨初一年级学生工作记忆和数学成绩的关系,检验类比推理的中介效应以及元认知在其中的调节作用。以205名初中一年级学生为研究对象,分别以N-back任务、自编的数学类比推理任务和《数学元认知问卷》测查工作记忆、类比推理、元认知,并收集最近两次的大型考试数学成绩。结果表明:数学成绩与工作记忆、类比推理、元认知均显著正相关;类比推理对工作记忆和数学成绩的关系具有部分中介效应,工作记忆既对数学成绩有直接影响,也通过类比推理对数学成绩产生间接影响;元认知对类比推理的中介作用具有调节效应,元认知调节了中介过程的后半路径,元认知得分增加,则类比推理对数学成绩的影响减少。结果表明,数学工作记忆通过数学类比推理影响数学成绩,其作用随着数学元认知能力的提升而减弱。

The present research explored the correlational relation between working Memory and math achievement, test- ed the mediated effect of analogical reasoning and the moderate effect of metacognition on this mediate process. We measured working memory, analogical reasoning and metacogition using N-back test, self-compiled math ana- logical reasoning test and mathematical metacogition questionaire among 205 students in the 7^th Grade. The stu- dents＂ recent math examination scores were collected as their math achievements. The results indicated that math achievement has significant positive correlaitons with working memory, analogical reasoning and metacognition. The analogical reasoning was found as the medicator underlying the process of working memory influencing math achivements. And this medicated effect was moderated by metacognition： compared to students with lower metacognition, analogical reasonging had weaker effect on math achievement for those with higher metacogition.