A Study On The Relationship Between Cognitive Inhibition, Cognitive Style And Academic Achievement In High School Students

Academic achievement is the embodiment of students' cognitive ability in a certain form,which is highly valued and encouraged by school education.In the cognitive activities,students should not only activate the relevant experience information,but also suppress and exclude the irrelevant interference information.Cognitive inhibition refers to the process of suppressing irrelevant interference information and processing core information during cognitive activities to ensure the smooth completion of tasks.Previous studies have shown that personality traits are more important in individual factors affecting cognitive inhibition.As a personality variable closely related to learning activities,cognitive style refers to the natural preference of individuals in collecting and processing information.It can be seen that individual cognitive activities are inevitably affected by cognitive inhibition and cognitive style.Taking senior high school students as samples,this study explored the relationship between cognitive inhibition,cognitive style and academic achievement,and further revealed the influence of cognitive inhibition and cognitive style on students' academic achievement.The study was divided into four parts:the first part used the Stroop task to explore the relationship between cognitive inhibition and academic achievement in high school students;The second part explores the relationship between cognitive style and academic achievement of senior high school students by means of Mosaic graph test.In the third part,the mixed design of 2(different word color matching degree:consistent condition,inconsistent condition)×2(cognitive style group:field-dependent group,field-independent group)was adopted to analyze the performance differences of subjects in different cognitive style groups when completing the Stroop task.Fourth part adopts 2(cognitive inhibition ability groups:high cognitive inhibition ability,low cognitive inhibition group)×2(cognitive style category:field-dependence and field-independence group)between-subjects design,to explore the cognitive inhibition and cognitive style interaction exists on academic achievement,on this basis,to further explore whether cognitive style is a moderating variable of cognitive inhibition on academic achievement.The results of this study show that:(1)The academic achievement of students with high cognitive inhibition ability is significantly better than that of students with low cognitive inhibition ability;Cognitive inhibition has a positive predictive effect on math achievement and academic achievement.(2)The mathematics achievement of field-independent students is significantly better than that of field-dependent students;The score of Mosaic graph test has a positive predictive effect on students' math achievement.(3)The cognitive inhibition ability of field-independent students was better than that of field-dependent students,and the interaction between word color matching degree of Stroop task and cognitive style groups was significant.(4)The cognitive inhibition group and the cognitive style group had significant interaction on mathematical achievement;Cognitive style has a significant moderating effect on the relationship between cognitive inhibition and math achievement.The results show that the cognitive inhibition,cognitive style has special significance for academic achievement of senior high school students,cognitive inhibition and cognitive style of individual differences caused the different performance of students in the cognitive activity.It enlightens that we should make a scientific evaluation for students' academic performance by comprehensively considering students' cognition and personality factors in the education environment.We can use the targeted intervention strategy to improve students' cognitive inhibition ability effectively.According to students' cognitive styles,we can teach them in accordance with their aptitude so as to provide strong support for students' academic achievement.