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Examining mindset and grit in concurrent and future reading comprehension: A twin study.
Developmental Psychology ( IF 4.497 ) Pub Date : 2022-09-22 , DOI: 10.1037/dev0001425
Kimberly M Martinez 1 , LaTasha R Holden 2 , Sara A Hart 2 , Jeanette Taylor 2
Affiliation  

Noncognitive factors have gained attention in recent years as potential intervention targets for academic achievement improvement in students. Two notable facets, intelligence mindset and grit, have been of particular interest. Both have been shown to consistently improve educational outcomes, although little work has focused on reading ability. As such, we examined the relation between both grit and mindset on current, future, and change in reading comprehension ability in a twin sample. We used data from 422 twin pairs (171 monozygotic pairs, 251 dizygotic pairs) drawn from the Florida Twin Project on Reading, Behavior and Environment (Taylor et al., 2019). The racial composition of the sample included 1.00% American Indian or Alaska Native, 2.25% Asian, 13.25% Black or African American, 22.63% Hispanic, 1.00% Native Hawaiian or Other Pacific Islander, 56.13% White, and 3.75% more than 1 race. The household income of the sample at time 1 was 16.15% below $25,000, 18.06% $25,000-49,999, 36.34% $50,000-99,999, and 29.45% $100,000 or more and closely align with the overall composition reported for the state of Florida (United States Census Bureau, 2021). Twins were on average 13 years old when the questionnaire and first reading ability measure were collected, and on average 15 years old when the second reading ability measure was collected. Weak and moderate positive correlations were found between both mindset and grit and with each reading ability score and neither were significantly related to change in reading ability. Twin modeling suggested little to no common genetic or environmental influences between mindset and grit to reading ability. In total, our results do not lend support to the notion of mindset or grit being a mechanism of change for reading ability. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译:

检查同时和未来阅读理解中的心态和毅力:一项双胞胎研究。

近年来,非认知因素作为提高学生学业成绩的潜在干预目标而受到关注。两个值得注意的方面,智力心态和毅力,特别令人感兴趣。尽管很少有研究关注阅读能力,但两者都已被证明可以持续改善教育成果。因此,我们在双胞胎样本中研究了勇气和心态对当前、未来以及阅读理解能力变化之间的关系。我们使用了来自佛罗里达双胞胎阅读、行为和环境项目(Taylor 等人,2019)的 422 对双胞胎(171 对同卵对,251 对异卵对)的数据。样本的种族构成包括 1.00% 美洲印第安人或阿拉斯加原住民、2.25% 亚洲人、13.25% 黑人或非裔美国人、22.63% 西班牙裔、1.00% 夏威夷原住民或其他太平洋岛民、56.13% 白人和 3.75% 超过 1 种种族。样本家庭收入在时间 1 的比例为 16.15% 低于 25,000 美元,18.06% 为 25,000-49,999 美元,36.34% 为 50,000-99,999 美元,29.45% 为 100,000 美元或以上,与佛罗里达州报告的总体构成密切相关(美国人口普查)局,2021)。收集问卷和第一次阅读能力测量时,双胞胎平均年龄 13 岁,收集第二次阅读能力测量时,双胞胎平均年龄 15 岁。心态和毅力与每个阅读能力得分之间都存在弱和中等的正相关关系,但两者都与阅读能力的变化没有显着相关。双胞胎模型表明,心态和毅力对阅读能力之间几乎没有共同的遗传或环境影响。总的来说,我们的结果并不支持心态或毅力是阅读能力改变机制的概念。(PsycInfo 数据库记录 (c) 2022 APA,保留所有权利)。
更新日期:2022-09-22
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