DEVELOPMENT OF CONCEPTS OF EFFORT AND ABILITY, PERCEPTION OF ACADEMIC ATTAINMENT, AND UNDERSTANDING THAT DIFFICULT TASKS REQUIRE MORE ABILITY
DEVELOPMENT OF CONCEPTS OF EFFORT AND ABILITY, PERCEPTION OF ACADEMIC ATTAINMENT, AND UNDERSTANDING THAT DIFFICULT TASKS REQUIRE MORE ABILITY
复制标题
DOI：
10.1111/j.1467-8624.1978.tb02383.x
复制
发表时间：
1978-01-01
影响因子：
4.6
通讯作者：
NICHOLLS, JG
中科院分区：
文献类型：
--
作者：
NICHOLLS, JG
选定的认知发展假定调解成就动机的发展进行了描述。四个层次的推理或因果关系的计划，涉及的努力和能力的概念被隔离和5-13岁的年龄趋势。描述了不同难度任务所需的推理能力的发展，以及更困难的任务具有更大的成功激励价值的信念。这些成就与关于努力和能力的第二层次推理的发展几乎同时发生。这些发现显然有助于解释成就行为的某些发展变化。感知自己的学业成就是密切相关的，在年幼的孩子比年长的孩子。自我成就认知和因果关系的年龄变化可能有助于成就行为和学业成就个体差异稳定性的年龄增长。注意到了教育方面的影响。
Selected cognitive developments presumed to mediate the development of achievement motivation were described. Four levels of reasoning or causal schemes involving the concepts of effort and ability were isolated and age trends from 5-13 yr presented. The developments of capacity to infer ability required by tasks of different difficulty levels and the belief that more difficult tasks have greater incentive value of success were described. These achievements occurred at about the same time as the development of the 2nd level of reasoning about effort and ability. These findings apparently helped account for certain developmental changes in achievement behavior. Perception of own academic attainment was less closely related to attainment in young children than older children. The age changes in perception of own attainment and causal schemes were likely to contribute to age increases in the stability of individual differences in achievement behavior and academic attainment. The educational implications were noted.