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Twin Classroom Dilemma: To Study Together or Separately?
White, Elaine K.1,2,12; Garon-Carrier, Gabrielle3; Tosto, Maria G.4; Malykh, Sergey B.4; Li, Xinying5; Kiddle, Beatrix6; Riglin, Lucy7; Byrne, Brian8; Dionne, Ginette3; Brendgen, Mara9; Vitaro, Frank10; Tremblay, Richard E.4,10; Boivin, Michel3,4; Kovas, Yulia1,4,11,12
2018-07-01
发表期刊DEVELOPMENTAL PSYCHOLOGY
ISSN0012-1649
卷号54期号:7页码:1244-1254
摘要There is little research to date on the academic implications of teaching twins in the same or different classroom. Consequently, it is not clear whether twin classroom separation is associated with positive or negative educational outcomes. As a result, parents and teachers have insufficient evidence to make a well- informed decision when twins start school. This study addresses two research questions: Are there average positive or negative effects of classroom separation? Are twins taught in different classes more different from each other than twins taught in the same class? Twin pairs from two large representative samples from Quebec (Canada) and the United Kingdom were evaluated across a large age range (7 to 16 years) on academic achievement, several cognitive abilities and motivational measures. Our results show almost no sizable positive or negative average effect of classroom separation on twins' achievement, cognitive ability and motivation. Twin pairs at age 12 (Quebec, Canada) and at age 16 (United Kingdom) were slightly more similar on achievement if placed in the same classroom, with slightly greater similarity among monozygotic twins than dizygotic twins. However, the few effects found were weak, and it remains unclear whether they result from classroom separation or other factors. These results suggest that in terms of educational outcomes, policymakers should not impose rigid guidelines to separate twin pairs during their education. The choice of whether to educate twin pairs together or separately should be up to parents, twins and teachers, in response to twins' individual needs.
关键词twins classroom separation academic achievement motivation cognitive abilities
DOI10.1037/dev0000519
语种英语
项目资助者U.K. Medical Research Council ; Tomsk State University competitiveness improvement program
资助项目U.K. Medical Research Council[G9424799] ; U.K. Medical Research Council[G0500079] ; U.K. Medical Research Council[G0901245] ; Tomsk State University competitiveness improvement program[8.1.09.2017]
WOS研究方向Psychology
WOS类目Psychology, Developmental
WOS记录号WOS:000435943600005
出版者AMER PSYCHOLOGICAL ASSOC
关键词[WOS]SCHOOL-ACHIEVEMENT ; MOTIVATION ; ABILITIES ; CHILDREN ; ORIGINS
引用统计
文献类型期刊论文
条目标识符http://ir.psych.ac.cn/handle/311026/26386
专题中国科学院心理健康重点实验室
通讯作者Kovas, Yulia
作者单位1.Univ London, London, England
2.Tomsk State Univ, Lab Invest Biopsychosocial Factors Child Dev, Tomsk, Russia
3.Univ Laval, Ecole Psychol, Quebec City, PQ, Canada
4.Tomsk State Univ, Lab Cognit Invest & Behav Genet, Tomsk, Russia
5.Chinese Acad Sci, Inst Psychol, Key Lab Mental Hlth, Beijing, Peoples R China
6.Univ Cambridge, Sch Clin Med, Dept Psychiat, Cambridge, England
7.Cardiff Univ, MRC Ctr Neuropsychiat Genet & Genom, Div Psychol Med & Clin Neurosci, Cardiff, S Glam, Wales
8.Univ New England, Sch Behav Cognit & Social Sci, Armidale, NSW, Australia
9.Univ Quebec Montreal, Dept Psychol, Montreal, PQ, Canada
10.Univ Montreal, Dept Psychol, Montreal, PQ, Canada
11.Kings Coll London, Inst Psychiat Psychol & Neurosci, MRC Social Genet & Dev Psychiat Ctr, London, England
12.Goldsmiths Univ London, Dept Psychol, London SE14 6NW, England
推荐引用方式
GB/T 7714
White, Elaine K.,Garon-Carrier, Gabrielle,Tosto, Maria G.,et al. Twin Classroom Dilemma: To Study Together or Separately?[J]. DEVELOPMENTAL PSYCHOLOGY,2018,54(7):1244-1254.
APA White, Elaine K..,Garon-Carrier, Gabrielle.,Tosto, Maria G..,Malykh, Sergey B..,Li, Xinying.,...&Kovas, Yulia.(2018).Twin Classroom Dilemma: To Study Together or Separately?.DEVELOPMENTAL PSYCHOLOGY,54(7),1244-1254.
MLA White, Elaine K.,et al."Twin Classroom Dilemma: To Study Together or Separately?".DEVELOPMENTAL PSYCHOLOGY 54.7(2018):1244-1254.
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