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Doubling mental rotation scores in high school students: Effects of motivational and strategic trainings
Learning and Instruction ( IF 6.636 ) Pub Date : 2021-03-30 , DOI: 10.1016/j.learninstruc.2021.101461
Angelica Moè

Achievement in mathematics, science, biology, chemistry, and other school subjects requiring abstract reasoning on spatial relationships is favored by mental rotation abilities, that is by the capability to mentally manipulate objects in space. This suggests the need to develop effective trainings aimed at improving mental rotation performance. Previous research focused mostly on practice with spatial tasks. Since motivational beliefs, gender stereotypes and self-confidence can affect performance, this research tested the hypothesis that a training including motivational aspects will be effective as well. Two intervention studies with high school students (n = 122 and n = 70 respectively) confirmed that a three-session-training based on allowing practice in adopting a holistic strategy to solve the mental rotation items or on fostering effective motivational beliefs increased the mental rotation scores up to 1 SD. The discussion focuses on the characteristics of effective trainings aimed at improving mental rotation abilities in high school students.



中文翻译:

高中生的心理旋转得分加倍:动机和策略培训的效果

要求对空间关系进行抽象推理的数学,科学,生物学,化学和其他学校科目的成绩受到心理旋转能力的青睐,也就是说,其具有智力操纵空间物体的能力。这表明需要开展有效的培训以提高心理旋转能力。先前的研究主要集中在空间任务的实践上。由于动机信念,性别定型观念和自信心会影响绩效,因此本研究检验了一种假设,即包括动机方面的培训也将是有效的。两项针对高中生的干预研究(n  = 122和n 分别为70例)证实,基于允许采取采取整体策略来解决心理旋转项目的实践或建立有效的动机信念的三阶段培训可以使心理旋转得分提高至1 SD。讨论的重点是旨在提高高中生心理旋转能力的有效培训的特征。

更新日期:2021-03-31
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