The computational model of school achievement represents a novel approach to theorizing school achievement, conceptualizing educational interventions as modifications to students’ learning curves. By modeling the process and products of educational achievement simultaneously, this tool addresses several unresolved questions in educational psychology through computational modeling. For example, prior research has highlighted perplexing inconsistencies in the relationship between time spent on task and academic achievement. The present simulation reveals that even under the assumption that time-on-task always positively contributes to achievement, the correlations between time-on-task and achievement can vary substantially across different contexts and, in some cases, may even be negative. Analysis of the correlation between prior knowledge and knowledge gains uncovers similar patterns. The computational model of school achievement presents a framework, bolstered through simulation, enabling researchers to formalize their assumptions, address ongoing debates, and design tailored interventions that consider both the school environment and individual student contexts.

学校成绩的计算模型代表了一种对学校成绩进行理论化的新颖方法，将教育干预概念化为对学生学习曲线的修改。通过同时对教育成就的过程和结果进行建模，该工具通过计算建模解决了教育心理学中几个未解决的问题。例如，先前的研究强调了任务花费的时间与学业成绩之间的关系存在令人困惑的不一致。目前的模拟表明，即使假设任务时间总是对成就有积极贡献，任务时间和成就之间的相关性在不同的环境中也可能有很大差异，在某些情况下甚至可能是负的。对先验知识和知识增益之间的相关性的分析揭示了类似的模式。学校成绩的计算模型提供了一个通过模拟支持的框架，使研究人员能够正式化他们的假设，解决正在进行的辩论，并设计考虑学校环境和个别学生背景的定制干预措施。