Individual differences in social cognition as predictors of secondary school performance

详细信息    查看全文

• 作者：Jeffrey Derks^a ; ^b ; Jelle Jolles^a ; ^b ; Joost van Rijn^c ; ^d ; Lydia Krabbendam^a ; ^b ; ^{lydia.krabbendam@vu.nl}
• 关键词：Social cognition ; School performance ; Education ; Mindreading ; Social value orientation ; Empathizing
• 刊名：Trends in Neuroscience and Education
• 出版年：2016
• 出版时间：December 2016
• 年：2016
• 卷：5
• 期：4
• 页码：166-172
• 全文大小：216 K
• 卷排序：5

文摘

Understanding social-cognitive factors that determine school performance could contribute to educational innovations. Social interaction, collaboration and the motivation to learn are important aspects of present-day education. Social-cognitive development can therefore be expected to impact school performance. This was evaluated in the present longitudinal study. The social-cognitive variables mindreading, social value orientation, empathizing and systemizing were measured for three consecutive years in 89 secondary school students (52% girls, Mage at T1=12.9 years). These measures were then related to their school grades for the courses Dutch (native language), English (foreign language) and mathematics in the following year. The results showed that mindreading was a significant predictor for Dutch and English grades. Empathizing was a significant predictor for English grades. Mindreading remained a significant predictor for Dutch grade when controlling for Dutch grade at the time of measurement. These findings underscore the notion that social-cognitive development is important for school performance.