Electronic Theses and Dissertations

Minxi Cheng

Date

2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Educational Psychology & Research

Committee Chair

Yeh Hsueh

Committee Member

Denise Winsor

Committee Member

Leigh Williams

Committee Member

Yonghong Xu

Abstract

This study examined how cognitive and contextual factors jointly predict Chinese preschoolers’ science learning from the educational television program Big Bird Looks at the World (BBLW). Grounded in Fisch’s capacity model and Bronfenbrenner’s bioecological theory, the research aimed to clarify how children’s cognitive resources and ecological conditions interact to shape learning from media. Using secondary data from a large experimental sample of Chinese preschoolers (N = 849) across multiple regions, hierarchical linear modeling (HLM) was employed to estimate the relative contributions of predictors at the child and regional levels. Child-level variables included prior science knowledge, memory capacity, interest, age, household income, parental education, and home media access; region (urban vs. rural) was modeled at Level 2. Results indicated that children’s prior science knowledge was the strongest and most consistent predictor of post-viewing learning across science domains, with memory showing a smaller domain-specific contribution. Age, interest, family factors and region do not contribute to explaining variance in learning outcomes in hierarchical models. These findings refine the Capacity Model by confirming cognitive readiness—particularly prior knowledge—as the proximal mechanism of media-based learning and extend the Bioecological framework by demonstrating that broader contextual influences exert limited direct effects in structured learning settings. The study underscores that equal access to media content does not guarantee equal learning benefits; educational design should incorporate scaffolds that activate children’s prior knowledge and support cognitive engagement. The current study advances theoretical understanding, methodological rigor, and practical guidance for fostering meaningful early science learning through educational media.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest/Clarivate.”

Notes

Open Access

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