近日，语言教育与测评研究中心（CLEAR）主任蔡雨阳教授带领其硕士研究生朱立萍、杨妍（现为新西兰奥塔哥大学博士研究生）撰写的学术论文在SSCI期刊Psychology in the Schools上成功发表，论文题为The double‐edged sword effect of reading self‐concept on math achievement: Additional insights for making dimensional comparisons。
Recently, Professor Cai Yuyang, Director of the Centre for Language Education and Assessment Research (CLEAR), co-authored with his graduate students Zhu Liping (Shanghai University of International Business and Economics) and Yang Yan (current PhD candidate at the University of Otago) a research article entitled “The double-edged sword effect of reading self-concept on math achievement: Additional insights for making dimensional comparisons” in the SSCI cited journal Psychology in the Schools.
根据教育心理学领域的维度比较理论，阅读自我概念与阅读成绩呈正相关，而与数学成绩则呈负相关。然而，该理论似乎忽略了阅读自我概念可能通过阅读成绩对数学成绩产生一定的间接影响。
According to the dimensional comparison theory, reading self-concept is positively correlated with reading performance but negatively correlated with mathematics performance. However, this theory seems to overlook the possibility that reading self-concept may have an indirect impact on mathematics performance through reading performance.
为了探索这一问题，本研究采用多层结构方程模型，分析了来自74个国家和地区的501,766名学生的国际学生评估项目（PISA） 2018的国际大样本数据。数据分析结果显示，阅读自我概念虽然对数学成绩直接影响为负向，但其通过阅读成绩对数学成绩产生了正向的间接影响。值得关注的是，阅读自我概念对数学成绩的总效应为正，说明阅读自我概念通过提高阅读成绩对数学成绩总体上起到积极作用。
This study addressed this gap by using data from the 2018 Programme for International Student Assessment (PISA) from 501,766 students across 74 countries/regions. The results of multilevel structural equation modeling indicated that while reading self-concept had a negative direct effect on mathematics performance, it exerted a positive indirect effect on mathematics performance through reading achievement. Notably, the total effect of reading self-concept on mathematics performance was positive, indicating that reading self-concept ultimately plays a beneficial role in mathematics performance by improving reading achievement.
该研究为理解自我概念在学业表现中的复杂作用提供了新的视角，并突显了阅读能力在学生全面发展中的关键角色。本研究的结论不仅挑战了现有的教育心理学理论，还为教育政策的制定和教学实践的优化提供了科学依据。
The findings provide a new perspective for understanding the complex role of self-concept in academic performance and highlight the key role of reading ability in the overall development of students. It not only challenges existing theories but also offers empirical evidence for the formulation of educational policies and the optimization of teaching practices.
有兴趣的学者请点击如下链接阅读全文Please click and read：http://doi.org/10.1002/pits.23342
撰稿：朱立萍，杨妍
Contributed by: Zhu Liping, Yang Yan