【作者】 李凌；

【导师】 缪小春；

【作者基本信息】 华东师范大学 ， 发展与教育心理学， 2002， 博士

【摘要】 作为诸多动机结构和期望理论的核心成分和关键内容的能力自我知觉，是个体对自己完成特定任务之能力的自我评价性判断(Harter，1985a)。它与元认知有密切关系，是个体自我意识的一种表现类型。因此具有重要的理论地位。 由于各种主客观因素的影响，个体对自己的能力可能知觉也可能没有知觉，可能准确知觉也可能有所偏向。不过，正是这些知觉构成了个人的现象场，而人总是按照现象场中所知觉到的样子来构造自己的现实的——知觉到的现实是人的直接现实，也最终决定人的行为表现和发展方向。所以，研究能力知觉又具有重要的实践意义。 以往的研究由于评估工具的限制，主要以小学高年级以上儿童作为研究对象，关注他们的能力知觉在其自我调节学习中的重要作用。但经验表明，学前儿童已表现出许多自我认识的迹象。Bandura等学者也肯定，婴、幼儿已经具有对自己能力的知觉和信念，并对日后发展有着重要的意义。不过，迄今尚未见过系统的实研究。所以，本研究想就学前幼儿能力自我知觉的一般趋势和发展特点进行一些探索性的研究。 本研究通过六个实验，对幼儿园小、中、大班幼儿在身体运动、人际交往和认知等三个重要活动领域中的能力自我知觉的发展特点及可能的影响因素进行了比较系统、深入的研究。鉴于学前幼儿的发展水平，本研究通过设置具体活动情境，并采用口头报告和行为观察相结合、相比照的方法，增加方法的敏感性，以更全面准确地反映幼儿的能力自我知觉状况。 第一部分是幼儿身体运动领域能力自我知觉的研究，由三个实验组成： 实验一借鉴Bandura自我效能测量的经典模式，在幼儿三次集中试跳之前、之后，分别让幼儿就自己在完成从易到难的一系列立定跳远任务上的能力及把握程度做判断，并在其后再对自己最大能力分别做一个单项目的总的判断，比较试前泛化经验和试后即时直接经验对幼儿能力知觉的影响作用，并对比单项目判断和多项目判断对幼儿能力自我知觉的反映情况。实验发现：1)泛化经验下，小班幼儿对自己的跳远能力作出不切实际的高估，直接经验对此倾向没有显著的修正作用；中、大班幼儿在泛化经验下，对自己能力的估计相对保守，但在三次试跳后，也表现出高估倾向，但两者与其实际能力间都存在不同程度的显著相关，表明这种高估在学前中后期已具有一定的现实基础；2)幼儿在多项目判断上比在单项目判断上更容易表现出能力高估，但多项目任务上对能力的程度判断，则0 细致地体现出幼儿对任务难度与能力间关系的理解和在自我能力判断中的运用。．实验二采用在初试基础上逐级提高任务要求，让幼儿依次进行试跳和能力判 断的逐级诱导法，进一步研究更为明确的引导目标和和更加即时的行为反馈对幼 儿能力发挥和能力自我知觉的影响。结果发现：l）与能力发挥一样，幼儿对自 己能力的知觉也表现出逐渐提高的趋势；2）逐级诱导使得各年级幼儿的最好成 绩都显著提高，但对其能力判断没有显著影响：3）幼儿在面临相对能力极限时 的反应存在显著的年级差异，小班幼儿两极分化，要么不肯再尝试下一个目标， 要么尝试多次才肯承认达不到；大班幼儿则绝大部分都会尝试一下后再判断能否 达到更远的目标；4）行为观察表明，虽然幼儿口头报告的能力判断偏高，但随 着任务难度的增加，其尝试时的神情、态度和行为动作都表现得更加审慎、专注、 紧张和努力，表明幼儿对任务难度和自身能力都有所知觉，只是仍期望努力可以 提高能力表现。呜 实验三则通过实物奖励和口头鼓励激发幼儿更大的动机，考察在高难任务情 境下，动机因素对幼儿努力状况的影响及其中折射出的能力知觉的变化。结果发 现，激励的实施激发了大部分幼儿进一步尝试的意愿，且使得幼儿的主观努力和 动机性行为更加突出、更加普遍，一定程度上反映了幼儿增量的能力概念；但激 励后幼儿的能力判断与激励前没有显著性变化。 第二部分是人际领域，由实验四构成。运用结构性会谈，了解幼儿对自己人 际关系的知觉和增进人际关系的能力和手段的知觉，并采用提名法了解幼儿的实 际人际地位作为与其主观知觉相对照的客观指标。结果显示：l）幼儿对自己现 有人际关系和增进他人喜欢的能力都有乐观的判断，且两者表现出高度的一致＠性，但与同伴提名中反映出的其实际人际地位没有关联，充分体现了幼儿能力自 我知觉的主观性；2）幼儿对人际喜恶原因的认识与其采用什么手段增进他人喜 欢的反应相对一致：3）幼儿对增进教师喜欢和同伴喜欢所使用的手段表现出区 分性，对前者更强调表现好，而对后者则意识到交换、互惠的重要意义；4）幼 儿对原因、手段报告中，体现了成人的教育影响；5）幼儿报告“能”使更多人 喜欢自己，但说不出可以凭借的手段，表明幼儿的能力知觉更多是一种自己对结更多还原

【Abstract】 Self-perceptions of competence,as a key component of various motivation constructs and expectancy theories,are people’s self-evaluative judgments about their ability to accomplish certain tasks (Harter,1985a). Closely related to meta-cognition,it is a form of expression of the individual’s self-consciousness,and thus has an important theoretical position.Under the influence of various subjective factors,the individual may or may not perceive his competence,may perceive it precisely or may deviate. However,it is these perceptions that constitute the individual phenomenal field,and people tend to construct their lives according to what they perceive of their phenomenal fields-the perceived actualities are people’s direct actualities,and will eventually decide people’s performance and direction of development. Therefore,the study of perceptions of competence also holds an important realistic significance.Restricted by the means of evaluation,former studies focused on the subjects of children of higher grades,and concentrated on the influence of their perceptions of competence in the self-regulated learning. However,experience indicates that preschoolers have shown some signs of self-perceptions. Such scholars as Bandura also affirm that young children have already held some perceptions and beliefs about their competence,which is of great significance to their future development. So far,however,systematic empirical studies have not been found. This paper intended to make an exploration on the general tendency and developmental characteristics of preschoolers’ self-perceptions of competence.Through six experiments,the research made a systematic and thorough study of the children in senior,middle and junior class in kindergarten respectively on the developmental characteristics and potential influential factors of the self-perceptions of their competence. The research was on three important domains that were physical excise,human association,and cognition. Considering preschoolers’ standard of development,this research set concrete situations,and combined and contrasted oral reports with observations so as to demonstrate children’s self-conceptions of competence more comprehensively and accurately.The first part concerned the self-conceptions of competence in the field of children’s physical exercise. It was made up of three experiments:Experiment I used Bandura’s classical pattern of the measurement of self-efficacy for reference. Before and after the children’s three trial jumps respectively,they were asked to assess their abilities to fulfill a series of tasks of standing long jumps from easy to difficult. In the end,they were asked once again to make an overall assessment at their maximum competence in each event. The results were:(a) Children in the junior class over-esteemed their long-jumping abilities under general experience,and the tendency was not considerably amended by direct experience;the esteem of the children in middle and senior classes was relatively conservative,but then showed a tendency of over-esteem after three trial jumps. However,both the conservativeness and the over-esteem had a significant correlation to their actual abilities to some extent,showing that a certain realistic basis for the over-esteem had been laid in the middle and latter periods of the preschoolers;(b) Children were inclined to over-esteem their competence in multi-items than in a single event,but the assessment in multi-items more delicately demonstrates children’s understanding of the relationship between the degree of difficulty and their competence and the application of their understanding in self-assessment.Experiment II applies progressive guidance,further studying the influence of more definite guidance and more immediate feedback over children’s display and self-perceptions of their competence. The findings showed that:(a) The same as the display of their competence,children showed a tendency of gradual increase in their self-perceptions of competence;(b) The best performance of the children in a更多还原