4～6年级小学生好奇心与学习成绩的关系

The Relationship Between Curiosity and Academic Achievement of Grade 4-Grade 6 Pupils

目的：了解4~6年级小学生好奇心的基本情况,探讨其好奇心与学习成绩的关系。方法：采用整群抽样的方法,对广州市某两所普通小学452名4~6年级的学生进行自编的好奇心量表测试,并取得两次语文、数学和英语成绩。结果：（1）好奇心在年级上存在显著性差异,具体表现在思索性因子（F=3.605,P〈0.05）和主动性因子（F=3.701,P〈0.05）上;（2）好奇心与学习成绩呈正相关,其中思索性因子与语文、数学、英语以及成绩总和呈正相关,主动性因子与语文、英语以及成绩总和呈正相关（P〈0.05）;（3）思索性能显著预测总成绩（β=0.143,P〈0.05）、语文成绩（β=0.155,P〈0.05）、数学成绩（β=0.103,P〈0.05）以及英语成绩（β=0.121,P〈0.05）。结论：好奇心是影响学习成绩的重要因素。

Objective：To study the basic situation of curiosity and the relationship between curiosity and academic achievement of grade 4-6 pupils.Methods：A total of 452 grade 4-6 students in the two ordinary schools in Guangzhou were selected by cluster sampling and were tested by curiosity questionnaires.Two languages,mathematics and English exam scores of them were obtained from their teachers.Results：（1）The thinking factor（F=3.605,P〈0.05）and the initiative factor（F=3.701,P〈0.05）of curiosity had significant difference in grade.（2） There was a positive correlation between curiosity and academic achievement,and thinking factor was positively correlated with language,mathematics,English exam scores and total exam scores,and the initiative factor was positively correlated with language,English exam scores and total exam scores（P〈0.05）;（3）The thinking factor of curiosity significantly predicted total scores（β=0.143,P〈0.05）,language（β=0.155,P〈0.05）,math（β=0.103,P〈0.05）and English exam scores（β=0.121,P〈0.05）.Conclusion：Curiosity is an important factor influencing academic performance.