【作者】 张利萍；

【导师】 王美芳；

【作者基本信息】 山东师范大学 ， 发展与教育心理学， 2005， 硕士

【摘要】 自从20 世纪70 年代班杜拉提出自我效能感理论以来,关于儿童自我效能感对其成就动机、学业成绩、心理健康等方面的影响日益受到教育界的重视。国内外关于儿童自我效能感的大量研究表明,自我效能感较高的儿童,在学业活动中更可能选择具有挑战性的任务,在活动上付出更多努力,自我监控能力、坚持性也较强,因此更容易获得成功;相反,自我效能感较低的儿童,对自己信心不足,更可能选择较容易的任务,在活动中的努力程度较低,因此更容易遭到失败,从而产生无能感和习得无助感。班杜拉认为,个体自我效能感形成的一个主要信息源是行为的成败经验。对于儿童来说,其在学业活动中的学习成绩、成败经验等是自我效能感形成的主要信息源,儿童在这些活动中对自己能力的判断则构成了自我效能感形成的基础。近年来,西方发展心理学家主要围绕儿童如何利用社会比较信息和自主比较信息这一问题考察了儿童能力判断发展的某些特点,但是还有一些问题值得进一步探讨。因此,本论文拟通过下面两项研究对儿童利用不同比较信息进行能力判断的发展特点进行考察,并探讨竞争与非竞争情境、儿童自身能力水平对其能力判断的影响。研究Ⅰ以4-9 岁儿童为被试,考察儿童利用社会比较信息和自主比较信息进行能力判断的发展特点。研究Ⅱ以4-9 岁儿童为被试,考察儿童在竞争与非竞争情境中能力判断的发展特点。上述两项研究的主要结论如下: 1、呈现给儿童社会比较信息时,各年龄组儿童失败后的成绩判断均比成功时的消极。而呈现给儿童自主比较信息时,成败结果只对7 岁、9 岁组儿童产生影响。2、呈现给儿童社会比较信息时,4 岁和9 岁组儿童在成功和失败时的能力判断不存在差异,7 岁组儿童在失败时比在成功时的能力判断消极;而呈现给儿童自主比较信息时,各年龄组儿童在成功与失败时的能力判断均不存在显著差异。3、无论呈现给儿童社会比较信息还是呈现自主比较信息,年幼儿童都较少利用所提供的比较信息判断自己的成绩和能力,随着年龄增长,儿童越来越多地利用所提供的社会比较信息和标准比较信息进行自我评价,其中7 岁儿童最容易受到社会比较更多还原

【Abstract】 Since Bandura addressed his theory of self-efficacy in 1970’s, more and more educators valued perceived-efficacy as important factor influencing children’s achievement-motivation, performance, and mental health. Studies have proved that children with high perceived-efficacy more likely chose challenging task, put more effort into the work, regulate themselves’behaviors better, and persist for long time, so they are more likely successful. Whereas children with low perceived-efficacy more likely chose easy task, put little effort into the work, and more likely give up from activities, so they often encounter failures and experience incompetent. According to Bandura, a person’s experience of success or failure is one of important information sources for his self-efficacy’s formation. For children, achievement–performance, and experience of success/failure are their important information sources for his self-efficacy’s formation, and their ability-judgment in these activities are the basics for their self-efficacy. Recently, western psychologists primarily explored how children utilize social comparison or autonomous comparison information for ability-judgment, though several questions were needed to further explored. The present two studies explored kindergarten and elementary school children’s ability-judgment under different comparison information, and how they are influenced by competition. In study Ⅰ, the developmental changes of 4-9-year-old children’s ability-judgment under social comparison and autonomous comparison information were investigated by an experiment. In study Ⅱ, the development changes of 4-9-year-old children’s ability-judgment under competitive and non-competitive circumstance were investigated by an experiment. The main findings from the above two studies are as follows: 1. When given social comparison information, all the children’s performance-judgments were more negative after failure than after success; when given autonomous comparison, only 7, 9-year-old children’s performance-judgments were influenced by failure.更多还原