国际中文开源期刊平台

元认知训练对中小学学生学业成绩的影响：效果及其调节因素元分析

A Meta-analysis on Metacongnition Training for Primary and Secondary School Student’s Academic Achievement: Effectiveness and Its Moderators

中国心理学前沿 / 2019,1(8)：556-571 / 2019-10-12 5602 8223

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• 作者： 李金德     
• 单位：

  广西大学行健文理学院应用心理学系，南宁

• 关键词： 元认知；中小学；学业成绩；元分析
• Metaongnition; Primary and secondary school; Academic Achievement; Meta-analysis
• 摘要： 目的：利用元分析探索元认知训练对中小学学生学业成绩的影响。方法：52篇以中小学学生为被试的研究、共70个独立效应量被纳入了本研究。结果：（1）元认知训练对学业成绩的总效应g=0.78（p<0.001）；（2）元认知训练对小学、初中和高中三者的效应量分别为g=1.01、g=0.62、g=0.78，三者有显著性差异；（3）元认知训练对学优生、中等生、学差生三者的效应量分别为g=0.60、g=1.05、g=0.61，三者有显著性差异；（4）元认知训练对语文、数学、英语、物理、生物、化学、政治的效应量分别为g=1.13、g=0.61、g=0.72、g=0.90、g=0.69、g=0.48、g=0.37，它们之间也存在显著性差异；（5）不同期刊来源的文献元认知效应量分别为核心期刊g=0.66、普通期刊g=0.62、学位论文g=0.83，三者没有显著性差异；（6）不同训练周期的效应量分别为2个月及以下g=0.73、2到4个月g=0.65、4个月及以上g=0.65，三者没有显著性差异。结论：（1）元认知训练对中小学学生学业成绩有积极的促进作用；（2）不同学业水平、不同学科、不同学段是影响元认知训练效果的因素，而文献来源与实验周期对元认知训练效果并没有影响。
• Objective: To explore the effectiveness of metacongnition training on primary and secondary school student's academic achievement. Methods: Meta-analysis was used to analysis data of 70 independent effect sizes from 52 studies.　Results:(1) Metacongnition training for student's achievement is shown to be efficacious with a nearly large effect(g=0.78);(2) There was significant difference among primary、 junior and senior schools' effect sizes which were 1.01,0.62 and 0.78of g respectively;(3) There was also significant diference among excellent students、 medium students and underachievers' effect sizes with 0.60,1.05,0.61 of g respectively;　(4) Different subjects had different effect sizes, specifically Chinese g=1.13, Math g=0.61, English g=0.72, Physics g=0.90, Biology g=0.69, Chemistry g=0.48 and Politics g=0.37;(5) Significant difference was not found among effect sizes of differentCategories of Periodicals, namely core journals、 General journals and Dissertation's which was 0.66、0.62 and 0.83 of g respectively;(6) There was also no difference among effect sizes of different training time. Training time that was less than 2 months had a 0.73 effect size of g, while 2 to 4 months was 0.65, and more than 4 months was 0.65. Conclusion:(1) Metacongnition played an important role on primary andsecondary school students' academic achievement;(2) Academic level, subjects and grade were moderators for the intervention effect size, by contrast different journal and training time did not affect effect size.
• DOI： https://doi.org/10.35534/pc.0108035
• 引用： 李金德．元认知训练对中小学学生学业成绩的影响：效果及其调节因素元分析［J］．中国心理学前沿，2019，1（8）：556-571．
  https://doi.org/10.35534/pc.0108035