认知反思测试与学生的数学和物理成绩

Daniel Doz, J. Sliško
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引用次数: 0

摘要

认知反思测试(CRT)评估个人克制冲动和直觉反应的能力,以及对数学问题进行批判性反思的能力。文献表明,影响学生认知反思测试成绩的因素包括性别、年龄和先前的数学知识。本研究旨在探讨 CRT 分数与学生数学和物理成绩之间的相关性。我们以 150 名意大利高中生为样本进行了研究,研究结果显示,CRT 分数与学生的数学和物理成绩之间存在正向预测关系。此外,我们还采用了序数逻辑回归法来评估 CRT 分数、性别和学校级别对学生数学和物理成绩的影响。结果显示,CRT 分数和学校级别对预测学生的数学和物理成绩都有显著的统计学影响。相比之下,性别仅在预测学生数学成绩方面具有统计意义。
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The cognitive reflection test and students’ achievements in mathematics and physics
The cognitive reflection test (CRT) assesses an individual’s capacity to restrain impulsive and intuitive responses and to engage in critical reflection on mathematical problems. The literature indicates that several factors influence students’ performance on CRT, including gender, age, and prior knowledge of mathematics. In this study, our objective was to investigate the correlation between CRT scores and students’ achievements in both mathematics and physics. We conducted our research with a sample of 150 Italian high school students, and the findings revealed a positive predictive relationship between CRT scores and students’ performance in both mathematics and physics. Furthermore, we employed an ordinal logistic regression to evaluate the impact of CRT scores, gender, and school level on students’ achievements in mathematics and physics. The results showed that both CRT scores and school level had statistically significant effects on predicting these achievements. In contrast, gender emerged as a statistically significant factor only in predicting students’ mathematics achievements.
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1.60
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0.00%
发文量
28
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