心理科学

心理科学 ›› 2011, Vol. 34 ›› Issue (5): 1079-1084.

• 发展与教育 • 上一篇    下一篇

不同归因取向的表扬对儿童失败后的影响效应

邢淑芬1,俞国良2,林崇德3   

  1. 1. 首都师范大学教育学院心理系
    2. 中国人民大学心理研究所
    3. 北京师范大学
  • 收稿日期:2010-11-15 修回日期:2011-05-13 出版日期:2011-09-20 发布日期:2011-09-28
  • 通讯作者: 林崇德
  • 基金资助:

    北京市属高等学校人才强教深化计划“学术创新团队建设计划”儿童青少年情绪社会化及评价研究

The Effect of Praise for Ability or Effort on Children’s Psychological Effects of Post-failure

1,   

  • Received:2010-11-15 Revised:2011-05-13 Online:2011-09-20 Published:2011-09-28

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摘要：

以103名小学五年级的儿童为被试，考察不同归因取向的表扬对儿童遭遇失败后的影响效应。结果发现：（1）接受能力取向表扬的儿童在遭遇失败后表现出无助取向的反应模式，接受努力取向表扬的儿童表现出掌握取向的反应模式；（2）接受能力取向表扬的儿童倾向于采取防御性的失败归因策略，将失败更多地归因于测试焦虑，但其对能力因素的归因仍高于努力组和控制组，接受努力取向表扬的儿童更多地将失败归因于努力因素；（3）接受能力取向表扬的儿童表现出自我设限倾向，他们报告更多的测试焦虑，并缩短后测的做题时间和更低的后测成绩。

关键词: 表扬, 归因, 失败, 反应模式

Abstract:

With 103 children of 5th-grade students as subjects, the study explored the psychological effects of post-failure of praise for ability or praise for effort on children. The results were: (a) Praise for ability led children to display a maladaptive helpless response pattern after failure, the levels of self-evaluation, task enjoyment, task evaluation, self-efficacy and task persistence of children praised for ability were lower than those praise for effort and the conditional children; (b) Children praised for ability showed a greater tendency to use defensive attribution strategy, while the level of low-ability attribution of children received praise for ability was more than children received praise for effort; (c) Praise for ability led children to display a tendency of self-handicapping, they would report more test anxiety, and reduced the time spent on the Standard Progressive Matrices, eventually led low scores.

Key words: praise, attribution, failure, response pattern